英语语言教育中的批判女性主义教学法:德国中学女性主义观点实施的行动研究项目

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Tesol Quarterly Pub Date : 2023-11-06 DOI:10.1002/tesq.3272
Kimberly Granger, David Gerlach
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引用次数: 0

摘要

摘要本文以一个行动研究项目为基础,通过批判性教学法为英语教学提供了确保性别平等的创新教学方法。定性研究的重点是通过分析小组/同伴谈话来重建学生的观念,以便在课堂上处理女权主义问题后展示不同的观点。鉴于不仅在社会上,而且在中学英语教学教材中,多重个体的代表性仍然有限,批判性教育实践一直关注于改变排他性学校实践,以确保公正和平等的未来。在废除压迫和边缘化方面,批判性语言教育可以促进学生的自主性和责任感。同样,女权主义方法的目标是培养女权主义原则和性别平等的伦理。这项在德国一所中学进行的研究表明,大多数学习者欢迎在英语教学课堂上探索女权主义问题,因为他们认识到语言学习与探索社会问题之间的重要联系。批判和女权主义伦理的实施帮助学生意识到普遍存在的性别不平等;他们对社会变革的意愿凸显了学习者自主性的明显增强。
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Critical Feminist Pedagogy in English Language Education: An Action Research Project on the Implementation of Feminist Views in a German Secondary School
Abstract Based on an action research project, this paper provides innovative teaching approaches for ELT to ensure gender equality through critical pedagogy. The qualitative study focuses on the reconstruction of students' perceptions through the analysis of group/peer talk allowing for the display of changing viewpoints after having dealt with feminist issues in class. Given the still limited representation of multiple individuals not only in society but also in secondary ELT coursebooks, critical educational practices have been concerned with the transformation of exclusionary schooling practices for the purpose of ensuring a just and equal future. Critical language education has been known to promote students' autonomy and sense of responsibility when it comes to the abolition of oppression and marginalization. Likewise, feminist approaches have the goal of fostering feminist principles and ethics of gender equality. The study, conducted in a German secondary school, reveals that the majority of learners welcome an exploration of feminist matters in the ELT classroom, because they recognize the significant connection between language learning and the exploration of societal issues. The implementation of critical and feminist ethics helped students become aware of prevailing gender inequalities; and their willingness for societal transformation highlights a visible increase in learner autonomy.
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来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
期刊介绍: TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.
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