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Critical Pedagogy of EFL Teaching in China

By Shuo Zhao.

Published by The International Journal of the Humanities

This paper intends to explore the issue of learning English as an International Language (EIL) in China, especially with regards to the cultural power it holds. It proposes a Freirian approach to English as Foreign Language (EFL) pedagogy when training non-native EFL teachers to understand the ways critical English education can empower teachers and their own students. It also provides a description to show how a Freirian approach of critical pedagogy can be applied to EFL teaching in Chinese classroom. Then it presents a pedagogical framework encompassing the necessary critical mindset in which Chinese teachers of EFL can begin to conceive their own “best practices” with technology — a framework that is based upon teaching needs, goals, students, and classrooms, rather than the external pressure and an already complex curriculum. To maximize technology’s benefits, Chinese teachers must develop a heightened, critical view of technology to determine its potential pedagogy for the classroom. Absent from the literature, however, are measured directions for how EFL teachers might develop technology literacy themselves, as well as specific plans for how they might begin to critically assess the potential that technology holds for them in enhancing their English language arts or methods instruction. So this article aims to fill this gap by providing practical strategies for Chinese EFL teachers and educators to develop a critical approach and pedagogical framework for technology integration; finally it explains some case studies in critical pedagogy which combined technology with teaching in China.

International Journal of the Humanities, Volume 8, Issue 2, pp.401-412. Article: Print (Spiral Bound). Article: Electronic (PDF File; 623.684KB).

Dr. Shuo Zhao

Ph.D Student, School of Humanity, Northwestern Polytechnic University, Xi'an, Shaanxi Province, China