Critical Moments: Exploring Critical Pedagogy in an Adult ESL Classroom
| dc.contributor.advisor | Valeo, Antonella | |
| dc.contributor.author | Wiseman, Christine Anne | |
| dc.date.accessioned | 2024-11-07T11:03:49Z | |
| dc.date.available | 2024-11-07T11:03:49Z | |
| dc.date.copyright | 2024-01-12 | |
| dc.date.issued | 2024-11-07 | |
| dc.date.updated | 2024-11-07T11:03:49Z | |
| dc.degree.discipline | Linguistics and Applied Linguistics (Applied Linguistics) | |
| dc.degree.level | Doctoral | |
| dc.degree.name | PhD - Doctor of Philosophy | |
| dc.description.abstract | This study explores, through the lens of a teacher-researcher’s experiences and perspectives, the challenges and potentials of implementing critical pedagogical approaches in a community-based adult English as a Second Language (ESL) program with a focus on language learners with low proficiency in English. This study contributes to a deeper understanding of the limitations and possibilities of developing and carrying out a critical pedagogical approach to ESL teaching in a government-funded community-based course. It further delves into how program policies, teacher resources, and classroom dynamics, viewed within the framework of critical pedagogy, are reflected upon by the teacher-researcher. Using an action-oriented case study methodology that embodies elements of critical action research, participatory action research, and practitioner inquiry, the teacher-researcher engaged in implementing critical pedagogy within the classroom of 16 student participants, set within an urban community adult ESL Language Instruction for Newcomers to Canada (LINC) program. The teacher-researcher assumed the role of decision-maker and facilitator of the research, with teaching approaches adopting problem-posing. Student participants were actively involved in determining the content and direction of course content. Data from field notes were collected and analyzed. These included a demographic survey, and documents including the Attendance Policy and attendance records, classroom resources such as texts and teacher guides, questionnaires to determine student needs and interests, researcher-developed materials, and classroom memorabilia. The result of the analysis was the identification of three themes revolving around barriers, potentials and critical possibilities for the implementation of critical pedagogy in the ESL classroom. One of the significant findings of this research study is a lack of critical pedagogical support in adult ESL classrooms. The conclusions from this research study stem from the teacher-researcher’s belief about ways in which ESL teachers can accomplish critical changes at the grassroots level, specifically within the classroom. This conclusion is followed up with idealizations (‘Pedagogies of Hope’) of how stakeholders involved in adult ESL programs can effect change. Within this framework, key factors influencing the implementation of critical pedagogical changes include developing appropriate program policies, training in critical pedagogy, creating suitable curricula and content, and fostering critical mindsets. | |
| dc.identifier.uri | https://hdl.handle.net/10315/42413 | |
| dc.language | en | |
| dc.rights | Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests. | |
| dc.subject | Linguistics | |
| dc.subject | Pedagogy | |
| dc.subject.keywords | Critical pedagogy | |
| dc.subject.keywords | Adult ESL | |
| dc.subject.keywords | Social justice | |
| dc.title | Critical Moments: Exploring Critical Pedagogy in an Adult ESL Classroom | |
| dc.type | Electronic Thesis or Dissertation |
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