Talking about social issues in the English classroom

Abstract

This research describes the transformative learning experiences of a group of English as a Second Language (ESL) teachers who attended a professional development conference aimed at fostering classroom discussions in the context of social issues. The purpose of this research was to explore teachers‘ learning experiences, which in turn would provoke ideas to enhance classroom educational practices. A qualitative analysis of the reflections suggests that ESL teachers experienced transformative learning, such as deepened perspectives, a new understanding, and awareness of ongoing support for integrating classroom talk on social issues. The culture of the professional development conference transformed previous knowledge with the one acquired and the participants became aware that classroom discussions of social issues are a way to guide students to participate in a democracy. This research also marks an effort to offer ESL teachers the opportunity to voice their transformative learning experiences with potential consequences for curriculum improvement.

How to cite:
Sostre, M., Pizarro, V., & Rosario, N. (2008). Talking about social issues in the English classroom. Cuaderno de Investigación en la Educación, 23, 153-169. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/13311