Critical Discourse Analysis for Material Development for English Language Teaching in a Thai Military Academic Context
Abstract
This paper analyses critical perspective (CP) as one of the approaches to language teaching and learning in a Thai military academic context. Regarding related perspectives from critical race theory, identity studies, social justice and critical multiculturalism, the use of the pedagogy in a Thai context stresses empowering learners in a military school to think and act critically with the aim of transforming their life conditions and enhancement of their overall for their well being. Therefore, the present study aims to explore CP including pedagogies that support the problem posing with education in a specific context, a military school; and to offer suggestions for applying problem posing as a framework for developing materials in ELT classrooms. The preliminary analysis demonstrates that the CP, despite being a new and innovative approach, can be used in educational contexts to better understand how learners learn and position themselves in their context. The study suggests that critical perspectives implemented into EFL curriculum and classrooms practices in Thai contexts which will meet the needs of diverse students.
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Penny, C. (2001). Critical Applied Linguistics: A Critical Introduction. Lawrence Erlbaum Associates, 2001.
Riasati J M & Mollaei, F. (2012). Critical Pedagogy and Language Learning. International Journal of Humanities and Social Sciences. Vol 2 No 21 November 2012.
Rychly L and Grave E (2012). Teacher characteristics for cultural Responsive Pedagogy. Multicultural Perspectives. (14) 1, 44-49
Shor, I. (1996). When students have power: Negotiating authority in a critical pedagogy. Chicago, IL: The University of Chicago Press.
Steven Y & Brown, R (2011). Lessons Learned from the Holocaust: Blogging to Teach Critical Multicultural Literacy. JRTE. Vol.44 No1, 31-51
Tin, B , Tan (2014). A look into the local pedagogy of an English language Classroom in Nepal. Language Teaching Research vol 18(3), 397-417
Ware, F. (2006).WARM DEMANDER PEDAGOGY. Culturally Responsive Teaching That Supports a Culture of Achievement for African American Students. Urban Education, vol 41 .No4 July 2006pp427-456 (Retrieved from www.ccsenet.org/elt English Language TeachingVol. 4, No. 2; June 2011. Published by Canadian Center of Science and Education
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Yung, K (2016). Identity formation in a multicultural university residential hall: an ethnographic narrative inquiry of a local–non-local ‘hybrid’, Language and Intercultural Communication, DOI: 10.1080/14708477.2016.1159692
Breuing ,M. (2011). Problematizing Critical Pedagogy. International Journal of Critical Pedagogy, Vol 3 (3) (2011)
Chubbuck, M., S., & and , M. (2011). Toward a critical pedagogy for nonviolence in urban chool contexts. Journal of Peace Education. Vol.8(12). No, December 2011, 259-275.
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.).Thousand Oaks, CA: Sage.
Dallavis, C. (2011). “Because that’s who I am” : Extending theories of culturally responsive pedagogy to consider religious identity, belief and practice. Multicultural Perspectives, 13(3), 138-144.
Francis H & Tater C. (1999) State policy and practices as racialized discourse: multiculturalism. 2nd edition. Race and Ethnic relation in Canada, New York : oxford university Press.,88-115
Fisette, J. & and Walton, A. T.( 2015) “ Beautiful you” : creating contexts for students to become agents of social change” The Journal of Educational Research, 108(12), : 62 -72.
Ford, D.Y. & Kea, C.D. (2009). Creating culturally responsive instruction: For students’ sake and teachers’ sake. Focus on Exceptional Children, 41(9), 1-18.
Gore, J. M. (1993). The struggle for pedagogies: Critical and feminist discourses as regimes of truth. New York: Routledge.
Gordon S, Philip. (2005). Critical Pedagogy in conservative contexts. Cultural studies. Vol 19 No 4) July 2005, 407-414.
Ladson-Billings, G. (1994). The dream keepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
Kim, S & Slapac, A. (2015). Culltually responsive, transformative pedagogy in the Transnational Era : Critical Perspectives. Educational studies, 51(1), 17-27
Kincheloe, J. L. (2004). Critical pedagogy. New York, NY: Peter Lang. Ortiz, M. (2012) Culturally Responsive Multicultural Education. Education Masters. Paper 289.
Marshall, E. & Toohey, K (2010). Representing family: Community funds of knowledge, bilingualism, and multimodality. Harvard Educational Review, 80 (2), 220-241
Muhammad, K.(1999). Developing the Critical ESL Learner: The Freire's Way. Paper presented at 5th MELTA International Conference, Petaling Jaya, and Selangor: Malaysia. May, 1999.
Mohammad A & Elham F. (2011) Basic Principles of Critical Pedagogy. 2nd International Conference on Humanities, Historical and Social Sciences IPEDR vol.17 arajiIlam University-Iran (2011)
Ollerenshaw, J. A., & Creswell, J. W. (2002). Narrative research: A comparison of two restorying data analysis approaches. Qualitative Inquiry, 8(3), 329–347. doi: 10.1177/1077800400800 3008
Penny, C. (1999) Introduction: Critical approaches to TESOL. TESOL Quarterly. 1999, 33(3): 329-348.
Penny, C. (2001). Critical Applied Linguistics: A Critical Introduction. Lawrence Erlbaum Associates, 2001.
Riasati J M & Mollaei, F. (2012). Critical Pedagogy and Language Learning. International Journal of Humanities and Social Sciences. Vol 2 No 21 November 2012.
Rychly L and Grave E (2012). Teacher characteristics for cultural Responsive Pedagogy. Multicultural Perspectives. (14) 1, 44-49
Shor, I. (1996). When students have power: Negotiating authority in a critical pedagogy. Chicago, IL: The University of Chicago Press.
Steven Y & Brown, R (2011). Lessons Learned from the Holocaust: Blogging to Teach Critical Multicultural Literacy. JRTE. Vol.44 No1, 31-51
Tin, B , Tan (2014). A look into the local pedagogy of an English language Classroom in Nepal. Language Teaching Research vol 18(3), 397-417
Ware, F. (2006).WARM DEMANDER PEDAGOGY. Culturally Responsive Teaching That Supports a Culture of Achievement for African American Students. Urban Education, vol 41 .No4 July 2006pp427-456 (Retrieved from www.ccsenet.org/elt English Language TeachingVol. 4, No. 2; June 2011. Published by Canadian Center of Science and Education
Yoko, H.(2006). Redefining “Otherness” from Northern Thailand Introduction: Notes Towards Debating Multiculturalism in Thailand and Beyond Southeast. Asian Studies, Vol.44, No.3, December 2006
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, NY: Cambridge University Press.
Yung, K (2016). Identity formation in a multicultural university residential hall: an ethnographic narrative inquiry of a local–non-local ‘hybrid’, Language and Intercultural Communication, DOI: 10.1080/14708477.2016.1159692
Published
2020-12-31
How to Cite
PREECHA, Parinyaporn; SRINON, Udomkrit.
Critical Discourse Analysis for Material Development for English Language Teaching in a Thai Military Academic Context.
วารสารมนุษยศาสตร์ มหาวิทยาลัยมหามกุฏราชวิทยาลัย, [S.l.], v. 11, n. 1, p. 56-70, dec. 2020.
ISSN 1686-8897. Available at: <http://ojs.mbu.ac.th/index.php/johu/article/view/1556>. Date accessed: 24 nov. 2024.
Section
บทความวิชาการ
