Examining critical pedagogy with drama in an iep context

Abstract

The practical implications of critical pedagogy (CP) have not been well reported despite its educational potentials in English language teaching contexts. Moreover, although CP practitioners have been emphasizing the importance of improving the social equality and justice for those who are oppressed, how social action could be facilitated in second language (L2) classrooms have not been well explored yet. The main purpose of this research is to investigate the implementation of CP with a drama approach in an Intensive English Program (IEP). Ample incidences of critical dialogue and English learning opportunities were found. In addition, students responded positively to the use of drama in terms of learning critical perspectives and English. In the end, this teacher research showed that CP with drama could have a place in an IEP context.