Participatory Action Research in a Listening-Speaking Class in Second Language Teaching: Towards a Critical Syllabus

Autor/in	Ordem, Eser
Titel	Participatory Action Research in a Listening-Speaking Class in Second Language Teaching: Towards a Critical Syllabus
Quelle	In: Educational Action Research, 31 (2023) 1, S.4-20 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ordem, Eser)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2021.1898431
Schlagwörter	Second Language Learning; Second Language Instruction; Course Descriptions; Positive Attitudes; Participatory Research; Action Research; Neoliberalism; Power Structure; Teacher Researchers; Critical Theory; Teaching Methods; Social Problems; Foreign Countries; Listening Comprehension; Speech Communication; English (Second Language); Language Teachers; Translation; State Universities; College Faculty; Teacher Education Programs; Preservice Teachers; Teacher Student Relationship; Feedback (Response); Turkey + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Kursstrukturplan; Forschungstätigkeit; Projektforschung; Neo-liberalism; Neoliberalismus; Lehrerforschung; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Social problem; Soziales Problem; Ausland; Hörverständnis; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Staatliche Universität; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Türkei
Abstract	The use of a participatory approach may entail taking risks in certain contexts. It involves discussing socio-political issues that aim to challenge the discourse of those in power representing neoliberal ideology. Critical pedagogy and the participatory approach oppose political and neoliberal power relations in educational settings that determine the content of the curriculum and syllabus. This study is a personal reflection around a participatory research activity to create meaningful change through reflection and action. The study involved a lecturer-researcher, four instructors, and eight university students in second language learning settings in a Turkish university; it aimed to improve our social practices and enable the teacher-students and student-teachers to reflect on the current content of the standard curriculum and to produce a critical syllabus for a listening-speaking class. The findings show that the participants and the researcher were anxious about articulating their radical ideas because of the current political atmosphere. Meanwhile, they reported having developed a positive attitude towards the preparation of a critical syllabus. Besides, the participants and the researcher produced a six-stage recommendation for teachers and learners to use a participatory approach. By doing so, we could help one another develop critical perspectives and take action by producing an action plan in classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01