A Pedagogy of Guilt: A Freirean Critique of a Hegemonic Ethos in the Foreign Language Classroom

Autor/in	Kuiken, Amy E.
Titel	A Pedagogy of Guilt: A Freirean Critique of a Hegemonic Ethos in the Foreign Language Classroom
Quelle	In: Philosophical Studies in Education, 51 (2020), S.91-105 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-7561
Schlagwörter	Educational Philosophy; Second Language Learning; Second Language Instruction; Consciousness Raising; Power Structure; Educational Trends; Language Teachers; Teaching Methods; Teacher Attitudes; French; Language Usage; Meetings; Immersion Programs; Language Variation; Heritage Education; English (Second Language); Language Attitudes + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Zweitsprachenerwerb; Fremdsprachenunterricht; Bewusstseinsbildung; Bildungsentwicklung; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Französisch; Sprachgebrauch; Meeting; Tagung; Immersionsprogramm; Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten
Abstract	The aim of this article is to develop a critical awareness of a pervasive hegemonic ethos and its dehumanizing impact on Foreign Language (FL) classrooms. In doing so, Amy E. Kuiken draws from Paulo Freire's discussion of subordination and transformation, i.e. of oppression and humanization, as a critical lens through which to view current trends in FL instruction particularly in the United States and invite FL teachers everywhere to reimagine their own praxis in the classroom setting. The impetus for this analysis stems from her own experience as a French language instructor beginning over a decade ago. Professional development workshops emphasized research that supported maximizing the use of the target language (TL) to help students achieve proficiency. Departmental meetings focused on strategies for conducting lessons entirely in the TL, while parents and educators pointed to immersion programs as evidence of rigor-- "serious" language study of the highest caliber. As she moved and took jobs in different schools and settings, the message remained clear: immersion was optimal, therefore instructors ought to rely on the TL as much as possible in their lessons. However, as she observed the utility of other languages in her classroom, she grew increasingly critical of an unexamined push for immersive FL instruction. (ERIC).
Anmerkungen	Ohio Valley Philosophy of Education Society. Web site: http://ovpes.org/?page_id=51
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01