| The focus of this investigation was to develop an understanding of Critical ESL Pedagogy from three distinct professional perspectives: student teachers, practicing teachers, and administrative personnel working in the field of adult ESL in Calgary, Alberta. Twenty-four participants contributed their perceptions and experiences to this research, conducted primarily in the tradition of a grounded theory approach to data gathering and analysis. The developing themes revealed an overriding pattern of structural marginalization operating in the field, with political and hegemonic forces in place to maintain the status quo. The core variable describing the nature of Critical ESL Pedagogy would guide the process of an emergent theory and descriptive framework to accompany the findings. |
