TRACES OF CRITICAL SPIRITUAL PEDAGOGY IN INDONESIAN EFL TEACHERS’ CHRISTIAN-BASED CLASSES
The incorporation of critical pedagogical (CP) perspectives into ELT classrooms has been widely discussed in ELT literature, but how English language teachers in Indonesian schools integrate them in their lessons has not been sufficiently documented. This study aims to investigate to what extent CP...
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Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)
2020-09-01
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Online Access: | http://journal.teflin.org/index.php/journal/article/view/1031 |
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doaj-d1fee3985cee41f58d21409ffc75d15c2020-12-09T14:52:42ZengAssociation for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)TEFLIN Journal0215-773X2356-26412020-09-0131225927610.15639/teflinjournal.v31i2/259-276328TRACES OF CRITICAL SPIRITUAL PEDAGOGY IN INDONESIAN EFL TEACHERS’ CHRISTIAN-BASED CLASSESAurelia Melinda Herka PuspitaJoseph Ernest MambuThe incorporation of critical pedagogical (CP) perspectives into ELT classrooms has been widely discussed in ELT literature, but how English language teachers in Indonesian schools integrate them in their lessons has not been sufficiently documented. This study aims to investigate to what extent CP perspectives are integrated within the learning process to teach four basic English skills, although the teachers were not familiar with CP. Two in-service English teachers from a private junior high school in Central Java, Indonesia, filled in a questionnaire designed to identify their pedagogical identity. They were also interviewed and observed to further investigate their responses in the questionnaire and to explore the realization of the CP practice. The data was classified based on the components of critical language pedagogy proposed by Crookes (2013). The results showed that as students’ wholeness was acknowledged, the learning process integrated cultural and critical contents to teach a particular language feature. During the learning process, there was a great deal of the inclusion of spiritual values as a way of demonstrating the students’ criticality.http://journal.teflin.org/index.php/journal/article/view/1031critical pedagogycritical spiritual pedagogycriticality in efl |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Aurelia Melinda Herka Puspita Joseph Ernest Mambu |
spellingShingle |
Aurelia Melinda Herka Puspita Joseph Ernest Mambu TRACES OF CRITICAL SPIRITUAL PEDAGOGY IN INDONESIAN EFL TEACHERS’ CHRISTIAN-BASED CLASSES TEFLIN Journal critical pedagogy critical spiritual pedagogy criticality in efl |
author_facet |
Aurelia Melinda Herka Puspita Joseph Ernest Mambu |
author_sort |
Aurelia Melinda Herka Puspita |
title |
TRACES OF CRITICAL SPIRITUAL PEDAGOGY IN INDONESIAN EFL TEACHERS’ CHRISTIAN-BASED CLASSES |
title_short |
TRACES OF CRITICAL SPIRITUAL PEDAGOGY IN INDONESIAN EFL TEACHERS’ CHRISTIAN-BASED CLASSES |
title_full |
TRACES OF CRITICAL SPIRITUAL PEDAGOGY IN INDONESIAN EFL TEACHERS’ CHRISTIAN-BASED CLASSES |
title_fullStr |
TRACES OF CRITICAL SPIRITUAL PEDAGOGY IN INDONESIAN EFL TEACHERS’ CHRISTIAN-BASED CLASSES |
title_full_unstemmed |
TRACES OF CRITICAL SPIRITUAL PEDAGOGY IN INDONESIAN EFL TEACHERS’ CHRISTIAN-BASED CLASSES |
title_sort |
traces of critical spiritual pedagogy in indonesian efl teachers’ christian-based classes |
publisher |
Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN) |
series |
TEFLIN Journal |
issn |
0215-773X 2356-2641 |
publishDate |
2020-09-01 |
description |
The incorporation of critical pedagogical (CP) perspectives into ELT classrooms has been widely discussed in ELT literature, but how English language teachers in Indonesian schools integrate them in their lessons has not been sufficiently documented. This study aims to investigate to what extent CP perspectives are integrated within the learning process to teach four basic English skills, although the teachers were not familiar with CP. Two in-service English teachers from a private junior high school in Central Java, Indonesia, filled in a questionnaire designed to identify their pedagogical identity. They were also interviewed and observed to further investigate their responses in the questionnaire and to explore the realization of the CP practice. The data was classified based on the components of critical language pedagogy proposed by Crookes (2013). The results showed that as students’ wholeness was acknowledged, the learning process integrated cultural and critical contents to teach a particular language feature. During the learning process, there was a great deal of the inclusion of spiritual values as a way of demonstrating the students’ criticality. |
topic |
critical pedagogy critical spiritual pedagogy criticality in efl |
url |
http://journal.teflin.org/index.php/journal/article/view/1031 |
work_keys_str_mv |
AT aureliamelindaherkapuspita tracesofcriticalspiritualpedagogyinindonesianeflteacherschristianbasedclasses AT josephernestmambu tracesofcriticalspiritualpedagogyinindonesianeflteacherschristianbasedclasses |
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