CRITICAL PEDAGOGY OF ENGLISH AS A FOREIGN LANGUAGE: VIEWS AND ATTITUDES OF EFL TEACHERS FROM SERBIA

Abstract

This research aims at identifying the extent to which principles of critical pedagogy guide Serbian EFL teachers’ decisions related to the course, the materials, the syllabus and the roles they assume in the classroom. To that end, a total of 116 EFL teachers completed the Context-Specific Teacher Critical Pedagogy Questionnaire – CSTCPQ (Roohani, Hashemian & Haghparast 2016). The goal of the analysis is to determine whether the teachers’ philosophical orientation, their gender, level of education, years of teaching experience, type of institution they work in and the average size of class they teach in have effect on the classroom-related choice they make. The results show that the teachers with positive attitudes towards the principles of critical pedagogy, those with six to ten years of teaching experience, working with groups of six to ten students tend to organize their teaching so that it facilitates the development of active citizens who seek justice and emancipation.