Speakers
Description
This poster presentation reports on an action research project in an English for International Communication course at a Japanese university. We explore how a scaffolded conflict unit fosters critical engagement aligned with Critical Language Pedagogy. Moving from local issues to global case studies, students develop perspective-taking through dialogue, debates, mapping, and intercultural exchange. Drawing on student reflections and teacher journals, we examine how English supports critical, intercultural understanding.
Abstract section 2: Contribution/research questions
This study asks: (1) How do students conceptualize “conflict” after a scaffolded CLP unit? (2) What forms of critical and transformative engagement emerge during and after the unit? (3) How do outcomes align with CLP principles? Analyzing reflections from three classes (n = 77) and teacher observations, this action research project offers practitioner-based evidence of how Critical Language Pedagogy can be implemented progressively in Japanese university EFL contexts.
Abstract section 1: Relevance
This project contributes to discussions in Critical Language Pedagogy (Crookes, 2012, 2013) and dialogue-based criticality in language education (Jackson & Kennett, 2025), situating them within Japanese higher education. In EFL contexts where critical engagement with social issues may be unevenly emphasized, our scaffolded conflict unit demonstrates how CLP principles can be implemented progressively and context-sensitively. By moving from local to global conflicts and embedding structured dialogue, the project bridges theory and classroom practice. Through action research, we provide practitioner-generated evidence on fostering critical, intercultural awareness and show how English can mediate reflection, perspective-taking, and socially engaged communication.
Abstract section 3: Content/method
This study adopts an action research design within an English for International Communication course at a Japanese university. Data consist of student reflections and teacher journals collected during a scaffolded conflict unit. These qualitative data are examined to explore how students engage with the concept of conflict, recognize differing perspectives, and use English to articulate social issues in classroom dialogue.
Abstract section 4: Outcomes/results
Findings indicate that students developed a more complex understanding of conflict, particularly its structural causes, multicausality, and underlying power dynamics. Reflections reveal increased analytical engagement, perspective-taking, and values-based inquiry, alongside growth in academic communication practices such as debate and essay writing. A CLP-informed analysis shows strong critical engagement, with evidence of transformative and dialectical dimensions and emerging action-oriented awareness. The study contributes classroom-based evidence for implementing CLP in Japanese EFL contexts and offers attendees a practical, scaffolded model for fostering critical, dialogic, and socially engaged language learning.
Abstract section 5: References
Crookes, G. (2012),Critical language pedagogy, in Ortega, L. (Ed.), Encyclopedia of Applied Linguistics, Cambridge University Press, Cambridge, pp. 1-9.
Crookes, G. V. (2013). Critical ELT in action: foundations, promises, praxis. Routledge. DOI: 10.4324/9780203844250
Jackson, L. & Kennett, B. (2025). Critical Language Pedagogy in Japanese University EFL Classes. In F. Palacios-Hidalgo & C. Huertas-Abril (Eds.), Redefining Language Education Through Critical Language Pedagogy (pp. 113-140). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-5421-6.ch005
| Title | Conflict, Power & Student Voices |
|---|---|
| Teaching Context | College and university education |