Overview of The Feasibility of Critical Pedagogy in The Egyptian EFL writing classroom | ||||
| هرمس | ||||
| Volume 5, Issue 2, April 2016, Page 191-226 PDF (627.63 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/herms.2016.395038 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Rasha Senger | ||||
| Assistant Lecturer The Department of English Language and Literature Supervised by: Professor Amani Badawy Professor of Practise Deena Boraie | ||||
| Abstract | ||||
| The aim of this paper is to shed light on how critical pedagogy (CP) could be put into practice in writing classes. Implementing CP could help in improving the writing skills of the learners especially in terms of language proficiency, critical consciousness and empowerment. CP's relevance to writing classes is evident through its close alliance with modern schools of writing such as the genre based approach and Vygotsky's theory of constructivism. The paper presented some of the writing problems of EFL learners in general and of Egyptian EFL learners in particular. Then, it explained the theoretical tenets of CP and how they could be applied in writing classes to promote the writing proficiency, critical consciousness and empowerment of the learners. Examples from the literature were also illustrated to demonstrate the way CP managed in actual practice to enhance the writing skills of the learners. CP proved to be a progressive educational pedagogy that could possibly replace the traditional writing pedagogy that could not solve many of the writing problems of the learners and the difficulties they face. | ||||
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