Second language phonology and perceptual assimilation of English sounds by Japanese learners of English

This paper offers a historical background of how critical pedagogy hasemerged, and how it has been adopted to the field of language education. Theauthor then provides support for Crooks’ (2010) argument that more practicalexamples of critical pedagogical EFL literature need to be reported. The paperalso gives practical applications of this theory. Theoretical Background HistoryThe most prominent educational theory which should be studied inorder to understand the historical background of critical pedagogy isprogressivism. Darling and Nordenbo (2002) summarize the five main themesof progressivism to be the following: a criticism of traditional education, anew understanding of the conception of knowledge, a new understanding ofhuman nature, a democratic education, and the development of the wholeperson. "Progressive" educators believe that knowledge should be based on thechild’s natural interest and curiosity, and that traditional schooling does notserve the child's needs and interests.Progressive educators see humans as natural learners. This fundamentaltheory is integrated by identifying a mismatch between what children actuallywant to learn and what the traditionalists insist that they ought to learn,with the belief that traditional schooling is unsatisfactory. Crooks (2010)explains that Dewey, a well known figure in the evolvement of progressivism,is important in order to recognize and acknowledge regarding the historicaltradition and practice of critical pedagogy. Dewey emphasized learningthrough activities rather than formal curricula, and he opposed authoritarian methods. His left-wing social reconstructionist theories and works are said to be responsible for the change in pedagogy that began in the United States