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Enhancing learners' grammar competence basically improves their communication skills. Nevertheless, the question of which grammar teaching technique is highly useful for the purpose is arguable. In light of that, this study was set out to examine the effects of using grammar consciousness-raising tasks in enhancing students' narrative tenses competence vis-à-vis the conventional method in which grammar is taught mainly through teacher explanations and sentence level practices followed by corrective feedback. To this end, the study included a total of 90 grade eleven students in the experimental and the comparison groups. In the intervention which lasted for five weeks, the experimental group participants were taught narrative tenses via consciousness-raising tasks, and the comparison group ones were taught the same grammar features via the conventional method. Tests and semi-structured interviews were employed to collect data. The findings revealed that grammar consciousness-raising tasks were more effective than the conventionally used grammar teaching method in improving students' ability to understand and use the target grammar features. Moreover, data from the interviews showed that participants in the experimental group had positive perceptions about grammar consciousness-raising tasks. Based on the findings, it was recommended that grammar consciousness-raising tasks should be used in the teaching of grammar.

In the best-selling and award-winning novel The Round House (2012), Louise Erdrich strategically uses the suspense novel genre to engage a wide audience to the sexual violence Native women face in the United States, including the jurisdictional maze those living on reservations experience when seeking justice. Through a close textual analysis (both format and content narrative features), I examine how the novel demonstrates Gerald Vizenor’s theory of survivance. Specifically, how Erdrich’s maneuvering within the suspense genre, by both adhering to certain tropes but also subverting the form by weaving Ojibwe storytelling to indigenize the text, demonstrates survivance and participates in consciousness-raising by exposing readers to the issues facing Native peoples.

The instructed acquisition of the English articles (EAs) has proved to be an ordeal for L2 learners, irrespective of their L1 background. Research suggests that as EAs are non-salient, misusing them may not spark a tangible breakdown in communication. The current study attempted to investigate the short- and long-term effects of explicit instruction on the retention of EAs. Participants were university-level Farsi-speaking EFL learners from three intact groups, namely “processing instruction” (PI) as a deductive intervention, “consciousness-raising instruction” (CRI) as an explicit-inductive intervention, and a “control” group. The PI group received explicit training on the target rules and processing challenges represented by the EAs, coupled with structured input activities. In the second group, through a so-called PACE model as a subcategory of CRI, the focus was on co-constructing the rules. The treatments were followed by three posttests at different intervals. The within-groups analysis of results revealed that CRI had a rather short-term effect on the learners' productive ability, whereas PI had a late-emerging impact on their receptive performance. Nevertheless, the analysis of between-groups differences indicated that neither of the experimental conditions outdid the control group during any of the posttest phases. The implications for pedagogy and future research are discussed.

Tourism scholars and educators are challenging the long-standing assumption that education should meet the needs of industry and have begun asking what can be done to help students think more broadly and critically about the tourism encounter. Less considered, however, is the role and potential of tourism as (critical) public pedagogy. We move ‘beyond’ the classroom to assess tourism's broader role in the development of critical inquiry. This paper first illuminates the public, pedagogical role of tourism, arguing that tourism is inherently (and often uncritically) pedagogical. Drawing on the works of key critical pedagogical thinkers, we explore the ways in which tourism could engender critical inquiry. Using food as a platform for this exploration, we offer examples of how critical tourism pedagogies could operate in this context. We conclude by identifying opportunities to situate and evaluate other tourism experiences in regards to how they could encourage critical tourism pedagogies.

In this paper, the authors will describe the journey of registered nurses across a series of workshops as part of a research project that was undertaken in a regional aged care service in New South Wales, Australia. The aim of the project was to empower the participant registered nurses to positively influence the health care workplace culture within the residential care home by raising consciousness about their own practice. Registered nurses were actively involved in this reconnaissance phase of a participatory action research project through practice development principles and methods. Registered nurses determined the content and the outcomes of the overall program. The researchers evaluated the impact of a series of workshops, designed to develop skills and knowledge using nominal group technique. Results revealed registered nurses perceived they were empowered to flourish, and developed an understanding of the uniqueness of their role. A shared understanding of the role of the registered nurse in the aged care setting was fundamental in enabling them to feel empowered to lead their team and contribute positively to the workplace culture. Overall, the outcomes of this project have positively impacted workplace culture.

This report proposes a number of tasks which help learners become more aware of how their feelings are moulded in their L1 and notice crosslinguistic similarities and differences between their L1 and a target language. The proposed tasks are motivated by findings in the crosslinguistic influence literature and a study that investigated Japanese learners’ perception of crosslinguistic similarities and differences between English and Japanese passives. Japanese has two types of passives, while English has only one. Although the two types of Japanese passives share some properties, they have distinctive functions; one type is mainly used to express adversative feelings of the speaker towards the event a sentence describes, while the other is much the same as the English passive. The study results indicate that half of the subjects perceive crosslinguistic similarities yet avoid using the construction and the other half incorrectly assume similarities which do not exist in reality. The proposed tasks attempt to develop learners’ metalinguistic ability through analysing Japanese and English passives and to facilitate learners’ awareness of crosslinguistic similarities and differences in the passive constructions.

This article-dialogue addresses current criticisms of global citizenship and challenges frequent misinterpretations of Global Citizenship Education (GCE), while discussing what it means to educate for critical global citizenry in an increasingly multicultural world. It starts by considering the phenomena of globalization and the UN Global Education First Initiative (GEFI), which aims at furthering global citizenship, to highlight the relationship between GCE, “global-peace”, global commons, and common good. Building on the assumption that GCE should be about learners’ emancipation toward critical consciousness, the dialogue concludes drawing a parallel between the “mission” of GCE in contemporary educational institutions and Paulo Freire’s notion of critical consciousness.

This chapter reviews critical areas of research on issues of equity/equality in the highly prochimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWIprograms are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program design that attend to equality and a framework for future research to push the field of bilingual education toward creating more equitable and integrated multilingual learning spaces. Specifically, this review leads to a proposal for adding a fourth goal for TWI programs: to develop \"critical consciousness\" through using critical pedagogies and humanizing research.

The purpose of this study was to assess students’ grammar learning motivation through consciousness-raising tasks. To this end, the descriptive survey was carried out through a questionnaire and focus group discussion (FGD). The data gathered from the questionnaire was analyzed using descriptive statistics such as frequency, percentage, and mean. This study was encouraged to take a sample of freshmen students from the limited sections. From these, 92 students participated. The study revealed that students were reluctant to practice their grammar on their own practice. On the other hand, the contents of the course itself do not allow students to do better without the help of teachers, as it does not include all the activities that push students to do well on their own. In addition, the teacher rarely encourages students to acquire additional grammar rules to develop a language without being aware of it during the lesson.

Freire advanced critical consciousness as a tool for the liberation of oppressed communities. Based on his ideas, scholars of theory and practice from myriad disciplines have written about how to advance critical consciousness (CC) among oppressed peoples. We reviewed CC theory and practice articles in scholarly journals with the goal of identifying key elements of CC, advancing practice, and aligning theory with insights from practice. The most prominent elements of CC theory we found were fostering awareness of sociopolitical circumstances, encouraging critical questioning, and fostering collective identity. Surprisingly, few theorists or practitioners gave extensive attention to the community action component of critical consciousness. This led us to give this component of CC close attention and to develop a framework that describes four aspects of “sociopolitical action.” We conclude with a recommendation that CC programming include targets or objectives for sociopolitical action from the outset of a project, rather than limiting CC groups to critical social analysis and problematization. Youth community organizing is a promising strategy for bridging the gap between critical social analysis and sociopolitical action. This approach calls for ongoing partnerships between career researchers and community-based, veteran activists with the expertise to help young people make the transition from insight to action.