Hegemony, educators’ critical awareness and language teaching

 

Guardado en:
Detalles Bibliográficos
Autor: Robles Barrantes, Andrés Ariel
Formato: tesis de maestría
Fecha de Publicación:2021
Descripción:The hegemonic powers behind the education system have reduced the role of the teacher to a technician who limits his or her performance to a transitional behavior and a discipline regulator. We are lower to obedient professionals who follow the rules; teachers are not supposed to question our faculties and just do what we are asked to do. In the case of language educators, we should teach our students the numbers or colors in English, how to use the verbs, and to identify different idiomatic expressions. We have to teach listening, speaking, reading, and writing. We should not get involved in the analysis of our contexts, ask our students to transform our society or challenge the systematic difficulties faced in their everyday lives.
País:Repositorio UNA
Institución:Universidad Nacional de Costa Rica
Repositorio:Repositorio UNA
Lenguaje:Inglés
OAI Identifier:oai:null:11056/21705
Acceso en línea:http://hdl.handle.net/11056/21705
Palabra clave:LANGUAGE TEACHING
TEACHERS
ENGLISH
CRITICAL THINKING
EMANCIPATION
ENSEÑANZA DE IDIOMAS
DOCENTES
INGLÉS
PENSAMIENTO CRÍTICO
EMANCIPACIÓN