The interplay of critical language pedagogy and young Arabic EFL learners

Abstract This paper is based on the first author’s experience of experimenting with critical language pedagogy (CLP) when she was teaching in the UAE. While prior research focuses mainly on the theoretical aspects of CLP, empirical studies on the effectiveness of implementing critical approaches and developing related teaching materials in Arab EFL contexts with young learners are underrepresented. Informed by Paulo Freire’s formulation of ‘culture circles’, this case study reports on the problem-posing literacy practice in a class of Grade 4 female Arabic students in an Abu Dhabi government school—a sample unique to both CLP and case study research. Results indicate EFL learners’ increased capacity for problem posing and motivation for writing, metacognition, and application of prior knowledge during the pre-writing discussion. Findings of this study add evidence-based, practical dimensions to existing critical research, paving the way for like-minded language educators to trial CLP with young learners. ABSTRACT IN ARABIC PLAIN LANGUAGE SUMMARY This study is the fruition of a question that had perplexed and frustrated me as an English teacher of young Grade 4 Arabic learners: ‘How do I increase student talk in a way that is authentic to them, where ideas are discussed openly and earnestly?’ This frustration led me to critical language pedagogy and the work of educator Paulo Freire, and in particular, his formulation of ‘culture circles’ with the rural poor in Brazil. His problem-posing approach where authentic dialogue and conversation was the basis of language learning captivated me. I was fascinated with the idea that such culture circles could work with young learners to encourage unrehearsed and deep conversation, drawing on the experiences of my students in relation to actual issues that troubled them. As we worked through the issue in discussing it, we could together generate some solutions. This paper outlines the way in which we formulated and conducted culture circles for young Arabic EFL learners. Results from this study revealed that giving an increased opportunity for learners to look at a problematised scenario, increased the student’s ability to take different perspectives and voice their own thought processes. We saw an increased desire to write about the problems posed, and the provision of that oral rehearsal of ideas through discussion was evidenced in the students writing. More importantly, this paper is developed with the English language teacher in mind, to document working with younger learners and perhaps guide future studies in the field of critical language pedagogy.