Implementing Critical Pedagogy into EFL Context to Reach Higher Order Level of Thinking in Bloom’s Taxonomy
1Dilveen Abdulstar Sadiq, 2Liva Adil Shareef
ABSTRACT
The primary goal of this paper is to promote critical pedagogy in the higher education system by applying it in the EFL context. Critical pedagogy is concerned with how educators can alter education from the banking model of education, in which learners are passive receivers, to the problem-posing method in which students are active agents of their own learning process. For this purpose, problem posing, and two-way dialogue followed as a pedagogical action to enhance students’ critical thinking and communication skills. The present study is intended to develop the students’ capacity of speaking, engaging them to ask questions, and give reflections on the exposed issues. Sixty students were pre assisted to determine their cognition level according to Bloom’s Taxonomy. Afterwards, five steps were followed for problem posing; describe the content, define the problem, personalize the problem, discuss the problem, and discuss substitutes to the problem. The observation method was carried out to collect the data among three different classes of twenty students each. The result was compared to the pre-assessment phase to figure out the progress of the students throughout the implementation of critical pedagogy. Finally, the findings of this study proved that implementing critical pedagogy in EFL classrooms increases students’ engagement with the curriculum and enhances their interactions in the classroom. In addition, students reached the higher level of Bloom’s Taxonomy associated with their earlier level.
Keywords: Critical Pedagogy, Problem Posing, Bloom’s Taxonomy, Banking Model of Education.
Doi: 10.23918/vesal2022a15