بەرەو ڕێبازێکی ڕەخنەگرانە لە پێداگۆجی وتنەوەی زمانی ئینگلیزی لە زانکۆکانی هەرێمی کوردستانی عیڕاق دا
:
https://doi.org/10.14500/kujhss.v8n1y2025.pp597-610:
سیتمی پانکی پەروەردەیی،" ; (هێڵکە پێداگۆجی ڕەخنەگرانە،" ; (هێڵکە پێداگۆجی زمان،" ; (هێڵکە وتنەوەی زمانی ئینگلیزی،" ; (هێڵکە فێرخوازانی کوردی بۆ زمانی ئینگلیزی وەک زمانی بێگانەپوختە
ێداگۆژی ڕەخنەیی (CP) ڕێبازێکە کە فێرخوازان سەرقاڵ دەکات بە پرسیارکردن لە دەسەڵاتیان پەیوەست بە هەندێک نایەکسانی دیاریکراو لە کۆمەڵگادا. ئەمەش پەرەدەدات بە بیری ڕەخنەیی و هۆشیاری کۆمەڵایەتی و دەنگی فێرخواز شانبەشانی شارەزایی زمان و بەرەوپێشیان دەبات. زمان، وەک ئامرازێکی گرنگ بۆ دەربڕینی بیرکردنەوەکانی مرۆڤ، ڕۆڵێکی گرنگ دەگێڕێت لەوەی کە بە پێداگۆژی زمانی ڕەخنەیی (CLP) ناسراوە کە ڕۆڵی فێرخوازان لە ڕێبازەکانی وانەوتنەوە و شێوازەکانی فێربوونیان دەگرێتەوە. ئەم توێژینەوەیە تەنها باسی دۆخی ئێستای وتنەوەی زمانی ئینگلیزی لە هەرێمی کوردستانی عێراق ناکات، بەڵکو بانگەشە بۆ ڕێبازێکی جێگرەوە دەکات. لە ڕێگەی وەرگرتنی فیدباک لە 35 مامۆستای زانکۆی لە هەرێمی کوردستان و چاوپێکەوتن لەگەڵ 10 مامۆستایان، ئەم توێژینەوەیە ئامانجیەتی ڕۆشنایی بخاتە سەر هەڵوێست و ئاڵەنگارییەکانی مامۆستایانی زمانی ئینگلیزی لە ڕوانگەی پێداگۆژیکی ڕەخنەگرانەوە. لەڕێگەی شیکاری قووڵی داتاکان، دۆزینەوە پەیوەست بە پێداگۆژیی ڕەخنەیی و وتنەوەی زمانی ئینگلیزی لە هەرێمی کوردستانی عێراقدا خراوەتەڕوو. مامۆستایانی کورد کە زمانی ئینگلیزی دەڵێنەوە، دان بەوەدا دەنێن کە وەرگرتنی پێداگۆژیی ڕەخنەیی لە هەرێمی کوردستاندا بەرەوڕووی ئاستەنگی سیستماتیماتکی بووەتەوە لەوانە کەمی سەرچاوە، ئاستی بڕوانامەی مامۆستا، قەبارەی پۆل، سنوورداربوونی مەنهەج و هەڵوێستی گشتی فێرخوازان. سەرەڕای ئاڵەنگیکریەکان، هەوڵ دەدرێت بنەماکانی پێداگۆجی ڕەخنەگرانە (CP) لە هەندێک پۆلدا جێبەجێ بکرێت.
Downloads
سەرچاوەکان
Aliakbari, M., & Faraji, E. (2011). Basic principles of critical pedagogy. In 2nd International conference on humanities, historical and social sciences IPEDR (Vol. 17, pp. 78–85). http://www.ipedr.com/vol17/14-CHHSS%202011-H00057.pdf
Alsamadani, H. A. (2010). The relationship between Saudi EFL students’ writing competence, L1 writing proficiency, and self-regulation. European Journal of Social Sciences, 16(1), 53–63.
Barjesteh, H., Birjandi, P., & Maftoon, P. (2015). Development and validation of a materials preparation model from the perspective of transformative pedagogy. Advances in Language and Literary Studies, 6(6), 84–93. https://doi.org/10./aiac.alls.v.6n.6p.85
Benesch, S. (Ed.). (2009). Critical English for academic purposes. Special issue of Journal of English for Academic Purposes, 8(2). https://doi.org/10.1016/j.jeap.2008.09.002
Blake, N., & Masschelein, J. (2003). Critical theory and critical pedagogy. Blackwell guide to the philosophy of education (pp. 38–56). Blackwell.
Brime, A., & Abdullah, Z. (2020). The implementation of communicative language teaching by Kurdish EFL student-teachers at colleges of education. Journal of Tikrit University for Humanities, 27(6), 56–41. https://doi.org/10.25130/jtuh.27.6.2020.24
Brown, C., & Sekimoto, S. (2017). Engaging critical pedagogy in the classroom: A student-centered approach to advertising education. Journal of Advertising Education, 21(2), 18–24. https://doi.org/10./109804821702100207
Chin, C., & Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39. https://doi.org/10.1080/03057260701828101
Chomsky, N. (1976). Reflections on language. Pantheon.
Cox, M. I., Assis-Peterson, A. A., Cox, M. I., & Assis-Peterson, A. A. (1999). Critical pedagogy in ELT: Pie Charts of Brazilian teachers of English. TESOL Quarterly, 33(3), 433. https://doi.org/10./3587673
Crookes, G. (2012). Critical pedagogy in language teaching. The Encyclopedia of Applied Linguistics, 1–9. https://doi.org/10.1002/9781405198431.wbeal0284
Crookes, G. V., & Ziegler, N. (2021). Critical language pedagogy and task-based language teaching: Reciprocal relationship and mutual benefit. Education Sciences, 11(6), 254. https://doi.org/10.3390/educsci11060254
Da Silva, L., Farias, P. F., & Souza de Ferraz D’Ely, R. C. (2018). Doing critical English language teaching: Designing critical tasks to promote critical media literacy. A Cor Das Letras, 18(4), 99. https://doi.org/10.13102/cl.v18iespecial.2030
Dahl, R. (1991). The concept of power. Behavioural Science, 2(3), 201–215. https://doi.org/10.1002/bs.3830020303
Duboc, A. P., & Ferraz, D. de. (2018). Reading ourselves: Placing critical literacies in contemporary language education. Revista Brasileira de Linguística Aplicada, 18(2), 227–254. https://doi.org/10.1590/1984-6398201812277
Emenyeonu, C. (2012). Student-centered learning in Oman: Challenges and pitfalls. International Journal of Learning and Development, 2(5), 243–254. 10.5296/ijld.v2i5.2549
Freire, P. (1958 [2004].) Educação e atualidade brasileira. Instituto Paulo Freire/Cortez Editora.
Freire, P. (1970). Pedagogy of the oppressed. Continuum Books.
Freire, P. (2005). Pedagogy of the oppressed (30th anniversary ed. Trans. by Myra Bergman Ramos with an Introduction by Donaldo Macedo). The Continuum International Publishing. From Banking Model to Critical Pedagogy: Challenges and Constraints in the University Classrooms.
Freire, P. (2016). Pedagogy of the oppressed. Bloomsbury.
Ghafar, Z., & Mohamedamin, A. A. (2023). An overview of the challenges and solutions for English language teaching in Iraq-Kurdistan. Canadian Journal of Educational and Social Studies, 3(1), 38–48. https://doi.org/10.53103/cjess.v3i1.93
Giroux, H. A. (1997). Pedagogy and the politics of hope theory, culture, and schooling: A critical reader. Westview press.
Halabsaz, F., & Hedayati, F. (2016). The role of critical language pedagogy in education. International Journal of Modern Language Teaching and Learning, 1(4), 137–144.
Henderson, J., & Baldasty, G. J. (2003). Race, advertising, and prime-time television. Howard Journal of Communications, 14(2), 97–112. https://doi.org/10.1080/10646170304267
Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
Ismail, A., & Yusof, N. (2016). Readability of ESL picture books in Malaysia. Journal of Nusantara Studies, 1(1), 60e70. https://doi.org/10.24200/jonus.vol1iss1pp60-70
Lakshmi, K., Kalaiselvi, C., Richard, T., & Rajendran, J. (2023). Transforming 21st century students’ styles of learning: An introduction to critical pedagogy into ELT classrooms. Preprint at Research Square. https://doi.org/10.21203/rs.3.rs-2863607/v1
Kareepadath, V. P. (2018). Critical pedagogy in practice: A case study from Kerala, India. Journal of Pedagogy, 9(2), 33–54. https://doi.org/10.2478/jped-2018-0010
Kina, V. J., & Gonçalves, A. (2018). The continuing relevance of Paulo Freire: Celebrating 50 years since the publication of pedagogy of the oppressed. Critical and Radical Social Work, 6(3), 363–376. https://doi.org/10.1332/204986018X15388226788293
Kwee, C. T. T., & Dos Santos, L. M. (2022). How can blended learning English-as-a-second-language courses incorporate cultural heritage, building, and a sense of sustainable development goals?: A case study. Frontiers in Education, 7, 966803. https://doi.org/10.3389/feduc.2022.966803
McLaren, P. (2003). Critical pedagogy: A look at the major concepts. In A. Darder, M. Baltodano. & D. R. Torres (Eds.), The critical pedagogy reader (pp. 69-103). Routledge Falmer.
Motlhaka, H. A. (2016). Paulo Freire’s critical pedagogy in the classroom: Promotion of critical thinking in South African English First Additional Language (FAL) students. International Journal of Educational Sciences, 13(1), 65–71. https://doi.org/10.1080/09751122.2016.11890441
Nor, N. M., & Ab Rashid, R. (2018). A review of theoretical perspectives on language learning and acquisition. Kasetsart Journal of Social Sciences, 39(1), 161–167. https://doi.org/10.1016/j.kjss.2017.12.012
Norton, B., & Toohey, K. (2004). Critical pedagogies and language learning. Cambridge University Press
Pennycook, A. (2021). Doing critical applied linguistics. In J. Choi & S. Ollerhead (Eds.), Critical applied linguistics (pp. 150–165). Routledge.
Pessoa, R. R., Andrade, M. E., & Ferreira, E. P. (2017). A critical teacher education experience in the state of Goiás, Brazil. Revista Brasileira de Linguística Aplicada, 18(2), 339–366. https://doi.org/10.1590/1984-6398201811513
Piosang, T. L. (2018). Principles of critical language pedagogy: A literature review. International Journal of Research Studies in Language Learning, 7(2), 103–109. https://doi.org/10.5861/ijrsll.2017.1752
Rashid, R. A., Rahman, M. F. A., & Rahman, S. B. A. (2016). Teachers’ engagement in social support process on a networking site. Journal of Nusantara Studies, 1(1), 34e45. https://doi.org/10.24200/jonus.vol1iss1pp34-45
Sacadura, C. B. (2014). Philosophy of education, values and utopia in the critical pedagogy of Paulo Freire. European Scientific Journal, 498–505.
Saleh, S. E. (2013). Paulo Freire’s philosophy on contemporary education. ELT Journal, 1, 15.
Sharif Uddin, M. (2019). Critical pedagogy and its implication in the classroom. Journal of Underrepresented and Minority Progress, 2, 109–119. https://doi.org/10.32674/jump.v3i2.1788
Shin, H., & Crookes, G. (2005). Exploring the possibilities for EFL critical pedagogy in Korea: A two-part case study. Critical Inquiry in Language Studies, 2(2), 113–136. https://doi.org/10.1207/s15427595cils0202_3
Shor, I. (1996). When students have power? Negotiating authority in a critical pedagogy. University of Chicago Press.
Skinner, B. F. (1985). Cognitive science and behaviourism. British Journal of Psychology, 2, 291e301. https://doi.org/10.1111/j.2044-8295.1985.tb01953.x
Sofi-Karim, M. (2015). English language teaching in the Kurdistan Region of Iraq [Doctoral dissertation, Webster University]. ProQuest Dissertations & Theses Global.
Tokas, R. (2015). Freire, Paulo ‘pedagogy of the oppressed’, continuum publication, New York, 2005. Learning Community-An International Journal of Educational and Social Development, 6(2 and 3), 283. https://doi.org/10.5958/2231-458x.2015.00027.5
Van Assche, E., Duyck, W., & Brysbaert, M. (2013). Verb processing by bilinguals in sentence contexts: The effect of cognate status and verb tense. Studies in Second Language Acquisition, 35, 237e259. https://doi.org/10.1017/S0272263112000873
Vandrick, S. (1998). Promoting gender equity in the postsecondary ESL class. In T. Smoke (Ed.), Adult ESL: Politics, pedagogy, and participation in classroom and community programs (pp. 73–88). Erlbaum.
Wallerstein, N., & Auerbach, E. (2004). Problem-posing at work: Popular educator’s guide. Grass Roots Press.
Book review [Yousman, B. (2005). Gender, race, and class in media: A text-reader (2nd ed.): Edited by Gail Dines & Jean M. Humez. Thousand Oaks, ca: Sage, 2003. XVI + 776]. Journal of Communication, 55(2), 403–404. https://doi.org/10.1093/joc/55.2.403
Downloads
بڵاو کرایەوە
چۆنییەتی بەکارهێنانی سەرچاوە
ژمارە
بەش
License
Copyright (c) 2025 Zana M. Hassan

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.