Hegemony, educators’ critical awareness and language teaching
Gorde:
| Egilea: | |
|---|---|
| Formatua: | tesis de maestría |
| Argitaratze data: | 2021 |
| Deskribapena: | 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. |
| Herria: | Repositorio UNA |
| Erakundea: | Universidad Nacional de Costa Rica |
| Repositorio: | Repositorio UNA |
| Hizkuntza: | Inglés |
| OAI Identifier: | oai:https://repositorio.una.ac.cr:11056/21705 |
| Sarrera elektronikoa: | http://hdl.handle.net/11056/21705 |
| Access Level: | acceso abierto |
| Gako-hitza: | LANGUAGE TEACHING TEACHERS ENGLISH CRITICAL THINKING EMANCIPATION ENSEÑANZA DE IDIOMAS DOCENTES INGLÉS PENSAMIENTO CRÍTICO EMANCIPACIÓN |