Research Article
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Year 2020, Volume: 16 Issue: 1, 126 - 136, 29.03.2020
https://doi.org/10.17263/jlls.712666

Abstract

References

  • Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: why and how of it. Indian Journal of Medical Specialties, 4(2), 330-333.
  • Al-Zubi, M. (2018). The Degree of Practicing Democracy in the EFL Classroom According to Perceptions of Instructors. English Language Teaching, 11(1), 136-140.
  • Blankenship, G. (1990). Classroom climate, global knowledge, global attitudes, and political attitudes. Theory and Research in Social Education, 18(4), 363-386.
  • El Karfa, A. (2007). Open Classroom Communication and the Learning of Citizenship Values. In English Teaching Forum (Vol. 45, No. 4, pp. 38-42). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
  • Glas, K., & Cardenas-Claros, M. S. (2013). New English Cultures and Learner Autonomy for Intrinsic Motivation and Democratic Empowerment in the Chilean Context. English Teaching: Practice and Critique, 12(3), 23-40.
  • Gutmann, A. (1987) Democratic Education. Princeton: Princeton University Press.
  • Hahn, C. L., & Tocci, C. (1990). Classroom climate and controversial issues discussions: A five nation study. Theory and Research in Social Education, 18(4), 344-362.
  • Kahne, J., Rodriguez, M., Smith, B., & Thiede, K. (2000). Developing citizens for democracy? Assessing opportunities to learn in Chicago's social studies classrooms. Theory & Research in Social Education, 28(3), 311-338.
  • Katz, R. S. (1997). Democracy and elections. Oxford University Press on Demand.
  • Macías, F. A. D. (2013). Incorporating critical pedagogy in the EFL classroom. Enletawa Journal, 6, 83-94.
  • Morlino, L. (2004). What is a ‘good’democracy?. Democratization, 11(5), 10-32.
  • Moss, G., Barletta, N., & Chamorro, D. (2015). Educating citizens in the foreign language classroom: Missed opportunities in a Colombian EFL textbook. In Language, Ideology and Education. Routledge.
  • Niemi, R.G., & Junn, J. (1 998). Civic education: What makes students learn. New Haven: Yale University Press.
  • Ördem, E., & Ulum, Ö. G. (2019). Critical Pedagogy and Participatory Approach in Turkey: Views of Pre-service ELT Teachers. Electronic Turkish Studies, 14(2).
  • Raaflaub, K. A., Ober, J., & Wallace, R. (2007). Origins of democracy in ancient Greece. Univ of California Press.
  • Richardson, J. T. (1999). The concepts and methods of phenomenographic research. Review of educational research, 69(1), 53-82.
  • Schmitter, P. C., & Karl, T. L. (1991). What democracy is... and is not. Journal of democracy, 2(3), 75-88.
  • Subba, D. (2014). Democratic values and democratic approach in teaching: A perspective. American Journal of Educational Research, 2(12A), 37-40.
  • Sunstein, C. (1995). Democracy and the problem of free speech. Publishing Research Quarterly, 11(4), 58-72.
  • Ulum, Ö. G., & Köksal, D. (2019). Ideological and Hegemonic Practices in Global and Local EFL Textbooks Written for Turks and Persians. Acta Educationis Generalis, 9(3), 66-88.
  • Varshney, A. (2005). Democracy and poverty. Measuring Empowerment: Cross- Disciplinary Perspectives, 383-401.
  • Yildirim, C., & Türkoğlu, A. (2017). Democratic Citizenship Attitude Scale: A Validity and Reliability Study. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 46(2), 649-664.

Democracy in EFL classrooms

Year 2020, Volume: 16 Issue: 1, 126 - 136, 29.03.2020
https://doi.org/10.17263/jlls.712666

Abstract

In the simplest term, democracy may be defined as a set of views and standards towards freedom, however it includes an array of approaches which have been framed over the history of mankind. In short, democracy is the systematized form of freedom. A democratic country is not possible without the freedom of expression. Freedom of expression fosters publics to clearly put forward their demands on how the authorities should perform their duties. Thus, this study inquires the visionary underpinnings of third persons in a phenomenological custom. The data of the study were gathered through a questionnaire designed by Yildirim and Türkoğlu (2017) and semi-structured interview questions structured by the researchers. Through a mix method research design, this paper employed both qualitative and quantitative ways to collect the required data. 180 EFL prep-class students at a state university in Turkey participated in the study. 160 of the informants responded to the questionnaire while 20 informants answered the semi-structured interview questions. Convenience sampling, where the very first accessible data is employed, was utilized in the study. The findings of the study show that the need of democratic participation is felt in EFL classrooms. Related implications to raise the awareness of EFL students and teachers on democracy and democratic citizenship were given at the end of the paper.

References

  • Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: why and how of it. Indian Journal of Medical Specialties, 4(2), 330-333.
  • Al-Zubi, M. (2018). The Degree of Practicing Democracy in the EFL Classroom According to Perceptions of Instructors. English Language Teaching, 11(1), 136-140.
  • Blankenship, G. (1990). Classroom climate, global knowledge, global attitudes, and political attitudes. Theory and Research in Social Education, 18(4), 363-386.
  • El Karfa, A. (2007). Open Classroom Communication and the Learning of Citizenship Values. In English Teaching Forum (Vol. 45, No. 4, pp. 38-42). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
  • Glas, K., & Cardenas-Claros, M. S. (2013). New English Cultures and Learner Autonomy for Intrinsic Motivation and Democratic Empowerment in the Chilean Context. English Teaching: Practice and Critique, 12(3), 23-40.
  • Gutmann, A. (1987) Democratic Education. Princeton: Princeton University Press.
  • Hahn, C. L., & Tocci, C. (1990). Classroom climate and controversial issues discussions: A five nation study. Theory and Research in Social Education, 18(4), 344-362.
  • Kahne, J., Rodriguez, M., Smith, B., & Thiede, K. (2000). Developing citizens for democracy? Assessing opportunities to learn in Chicago's social studies classrooms. Theory & Research in Social Education, 28(3), 311-338.
  • Katz, R. S. (1997). Democracy and elections. Oxford University Press on Demand.
  • Macías, F. A. D. (2013). Incorporating critical pedagogy in the EFL classroom. Enletawa Journal, 6, 83-94.
  • Morlino, L. (2004). What is a ‘good’democracy?. Democratization, 11(5), 10-32.
  • Moss, G., Barletta, N., & Chamorro, D. (2015). Educating citizens in the foreign language classroom: Missed opportunities in a Colombian EFL textbook. In Language, Ideology and Education. Routledge.
  • Niemi, R.G., & Junn, J. (1 998). Civic education: What makes students learn. New Haven: Yale University Press.
  • Ördem, E., & Ulum, Ö. G. (2019). Critical Pedagogy and Participatory Approach in Turkey: Views of Pre-service ELT Teachers. Electronic Turkish Studies, 14(2).
  • Raaflaub, K. A., Ober, J., & Wallace, R. (2007). Origins of democracy in ancient Greece. Univ of California Press.
  • Richardson, J. T. (1999). The concepts and methods of phenomenographic research. Review of educational research, 69(1), 53-82.
  • Schmitter, P. C., & Karl, T. L. (1991). What democracy is... and is not. Journal of democracy, 2(3), 75-88.
  • Subba, D. (2014). Democratic values and democratic approach in teaching: A perspective. American Journal of Educational Research, 2(12A), 37-40.
  • Sunstein, C. (1995). Democracy and the problem of free speech. Publishing Research Quarterly, 11(4), 58-72.
  • Ulum, Ö. G., & Köksal, D. (2019). Ideological and Hegemonic Practices in Global and Local EFL Textbooks Written for Turks and Persians. Acta Educationis Generalis, 9(3), 66-88.
  • Varshney, A. (2005). Democracy and poverty. Measuring Empowerment: Cross- Disciplinary Perspectives, 383-401.
  • Yildirim, C., & Türkoğlu, A. (2017). Democratic Citizenship Attitude Scale: A Validity and Reliability Study. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 46(2), 649-664.
There are 22 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Yusuf Kasimi This is me

Publication Date March 29, 2020
Published in Issue Year 2020 Volume: 16 Issue: 1

Cite

APA Kasimi, Y. (2020). Democracy in EFL classrooms. Journal of Language and Linguistic Studies, 16(1), 126-136. https://doi.org/10.17263/jlls.712666
AMA Kasimi Y. Democracy in EFL classrooms. Journal of Language and Linguistic Studies. March 2020;16(1):126-136. doi:10.17263/jlls.712666
Chicago Kasimi, Yusuf. “Democracy in EFL Classrooms”. Journal of Language and Linguistic Studies 16, no. 1 (March 2020): 126-36. https://doi.org/10.17263/jlls.712666.
EndNote Kasimi Y (March 1, 2020) Democracy in EFL classrooms. Journal of Language and Linguistic Studies 16 1 126–136.
IEEE Y. Kasimi, “Democracy in EFL classrooms”, Journal of Language and Linguistic Studies, vol. 16, no. 1, pp. 126–136, 2020, doi: 10.17263/jlls.712666.
ISNAD Kasimi, Yusuf. “Democracy in EFL Classrooms”. Journal of Language and Linguistic Studies 16/1 (March 2020), 126-136. https://doi.org/10.17263/jlls.712666.
JAMA Kasimi Y. Democracy in EFL classrooms. Journal of Language and Linguistic Studies. 2020;16:126–136.
MLA Kasimi, Yusuf. “Democracy in EFL Classrooms”. Journal of Language and Linguistic Studies, vol. 16, no. 1, 2020, pp. 126-3, doi:10.17263/jlls.712666.
Vancouver Kasimi Y. Democracy in EFL classrooms. Journal of Language and Linguistic Studies. 2020;16(1):126-3.