Advertisement

Learning for Real – Voices from the Classroom

  • Alina Rebecca ChirciuEmail author
  • Tulika Mishra
Chapter
Part of the English Language Education book series (ELED, volume 15)

Abstract

The field of second language education has long been solely focused on skills training and the achievement of programme learning objectives. While this is necessary in order to measure learning effectiveness, it represents only a small part of the possibilities English as a Second Language (ESL) and English as a Foreign Language (EFL) education has to offer in terms of ethical and moral values, lifelong learning and social awareness. These are not only integral parts of higher education graduate attributes but can also be said to characterize well-rounded individuals. This research aimed to investigate the relationship between second language classroom learning and students’ real-life experiences. The study examined the implementation of literature and critical literacy-oriented materials and teaching and learning techniques in two English language classrooms in an undergraduate programme at a higher education institution in Oman. To elicit participants’ voices, students were asked to record their views in weekly diaries and to respond anonymously to an online survey. Results indicate that literature and critical reading pieces help students connect their classroom learning with their lived experiences.

Keywords

Multiple voices Literature Life skills Critical reading EFL 

Notes

Acknowledgement

We wish to thank the participants without whose voices this paper would not have been possible.

References

  1. Akbari, R. (2008). Transforming lives: Introducing critical pedagogy into ELT classrooms. ELT Journal, 62(3), 276–283.CrossRefGoogle Scholar
  2. Alderson, J., & Short, M. (1998). Reading, analysing and teaching literature. Harlow, UK: Longman.Google Scholar
  3. Altrichter, H., Posch, P., & Somekh, B. (2005). Teachers investigate their work. New York: Taylor & Francis.Google Scholar
  4. Atkinson, D. (2011). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71–94.CrossRefGoogle Scholar
  5. Benesch, S. (2001). Critical English for academic purposes. London: Lawrence Erlbaum Associates.Google Scholar
  6. Carr, W., & Kemmis, S. (2004). Becoming critical. New York: Taylor & Francis.Google Scholar
  7. Carter, R., & Long, M. (1991). Teaching literature. New York: Longman.Google Scholar
  8. Chirciu, A., & Mishra, T. (2015). Looking through the crystal ball: Exploring learner autonomy within the classroom dynamic interrelational space. In R. Al-Mahrooqi & C. J. Denman (Eds.), Issues in English education in the Arab world (pp. 257–283). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.Google Scholar
  9. Collie, J., & Slater, S. (1987). Literature in the language classroom. Cambridge, UK: Cambridge University Press.Google Scholar
  10. Cook-Sather, A. (2006). Sound, presence, and power: ‘Student voice’ in educational research and reform. Curriculum Inquiry, 36(4), 359–390.  https://doi.org/10.2307/4124743CrossRefGoogle Scholar
  11. Crookes, G. V. (2013). Critical ELT in action: Foundations, promises, praxis. London: Taylor & Francis.Google Scholar
  12. Dewey, J. (2004). Democracy and education. Mineola, NY: Dover Publications.Google Scholar
  13. Dewey, J. (2010). The child and the curriculum. Including the school and the society. New York: Cosimo.Google Scholar
  14. Farrelly, M. (2015). Discourse and democracy. New York: Taylor & Francis.Google Scholar
  15. Freire, P. (1998). Pedagogy of freedom. Ethics, democracy and civic courage. Lanham, MD: Rowman & Littlefield.Google Scholar
  16. Gardner, H. E. (1999). Intelligence reframed: Multiple intelligences. New York: Basic Books.Google Scholar
  17. Giroux, H. A. (1997). Pedagogy and the politics of hope: Theory, culture and schooling. A critical reader. Cambridge, NY: Perseus Books.Google Scholar
  18. Giroux, H. (2011). On critical pedagogy. New York: Continuum International Publishing Group.Google Scholar
  19. Goleman, D. (2012). Emotional intelligence: 10th anniversary edition. London: Random House Publishing Group.Google Scholar
  20. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. London: SAGE Publications.Google Scholar
  21. Mochinski, T. (2008). Critical pedagogy and the everyday classroom. New York: Springer Science & Business Media.Google Scholar
  22. Morgan, W. (2002). Critical literacy in the classroom: The art of possible. London: Routledge.Google Scholar
  23. Pennycook, A. (2001). Critical applied linguistics. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  24. Richard, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  25. Romanowski, M. H., & Nasser, R. (2011). Critical thinking and Qatar’s education for a new era: Negotiating possibilities. International Journal of Critical Pedagogy, 4(1), 118–135.Google Scholar
  26. Shellman, A. (2014). Empowerment and experiential education: A state of knowledge paper. The Journal of Experimental Education, 37(1), 18–30.CrossRefGoogle Scholar
  27. Silverman, D. (2001). Interpreting qualitative data. London: SAGE Publications.Google Scholar
  28. Somekh, B. (2006). Action research: A methodology for change and development. London: Open University Press.Google Scholar
  29. Tierny, W. (1997). Lost in translation: Time and voice in qualitative research. In W. Tierny & Y. Lincoln (Eds.), Representation and the text: Re-framing the narrative voice (pp. 23–37). New York: State University of New York Press.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.University of ExeterExeterUK
  2. 2.Sultan Qaboos UniversityMuscatOman
  3. 3.Majan College (University College)MuscatOman

Personalised recommendations