Exploring criticality in teaching English for academic purposes via pedagogy for autonomy, practitioner research and arts-enriched methods
This is a practitioner-research study of the development of criticality in English for Academic Purposes (EAP) contexts, via pedagogy for autonomy, exploratory practice (EP), and arts-enriched research methods. The study begins with an exploration of criticality with respect to the literature on Critical English for Academic Purposes (CEAP), critical pedagogy, critical thinking, and critical theory. The context for the empirical research was three short programmes/modules on academic English, involving 56 students in total, at two HE institutions in the UK and a partner university in China, over a total period of seven months. The aim of the research was to identify signs of criticality in what we did; and whether and how pedagogy for autonomy, EP, and arts-enriched research methods were conducive to criticality development. Data collected included my own diary; studentsâ reflective writing; reflective drawings/paintings; voice- and video-recorded group discussions and presentations; posters made in class; semi-structured interviews; and conversations. Themes emerging in each teaching phase/cycle are presented in three central chapters, followed by a cross-phase rearrangement which reveals three main overarching
Salvi, Ana IneÌs
PE English
Exploring criticality in teaching English for academic purposes via pedagogy for autonomy, practitioner research and arts-enriched methods. This is a practitioner-research study of the development of criticality in English for Academic Purposes (EAP) contexts, via pedagogy for autonomy, exploratory practice (EP), and arts-enriched research methods. The study begins with an exploration of criticality with respect to the literature on Critical English for Academic Purposes (CEAP), critical pedagogy, critical thinking, and critical theory. The context for the empirical research was three short programmes/modules on academic English, involving 56 students in total, at two HE institutions in the UK and a partner university in China, over a total period of seven months. The aim of the research was to identify signs of criticality in what we did; and whether and how pedagogy for autonomy, EP, and arts-enriched research methods were conducive to criticality development. Data collected included my own diary; studentsâ reflective writing; reflective drawings/paintings; voice- and video-recorded group discussions and presentations; posters made in class; semi-structured interviews; and conversations. Themes emerging in each teaching phase/cycle are presented in three central chapters, followed by a cross-phase rearrangement which reveals three main overarching
exploring teach_english academic purpose via pedagogy autonomy practitioner arts enriched method practitioner research study development english_academic eap context via pedagogy autonomy exploratory practice arts enriched method study begin_exploration respect literature critical english academic critical pedagogy critical_thinking critical_theory context empirical short programmes academic_english involve student total institution partner university china total period aim_identify sign whether pedagogy autonomy arts enriched method conducive development data_collect included diary student reflective writing reflective voice video recorded group discussion presentation poster make class semi_structured_interview conversation themes emerge teach phase cycle present central follow cross phase rearrangement reveals three_main overarch