Using Folk-tales and Translation Practices to Foster Critical Inter-cultural Awareness in EFL Classrooms: Lessons from Pakistan's Undergraduate Curriculum Reform

په EFL ټولګیو کې د کلتوري بین المللي پوهاوي د ودې لپاره د فولکلوريکي کیسو او ژباړې عملونو کارول: د پاکستان د تحصیلي نصاب اصالحاتو څخه درسونه

Abstract

This article explores the importance of integrating social justice pedagogy in English language classrooms to promote equity and empower students. The study focuses on an ongoing national curriculum reform project in Pakistan that aims to enhance project-based learning, local culture study, and a plurilingual approach. The first author participated in the reform project as a team member of national and international module developers. The project includes three teaching modules and a teacher training program for implementing critical pedagogy in English as a foreign language classrooms. The article examines the second module, which uses folk-tales and translation practices. By utilizing theoretical frameworks of plurilingualism and critical inter-cultural awareness, the study provides a detailed analysis of challenges and opportunities for transformative pedagogy in Pakistan's higher education context. The research questions revolve around the project's effectiveness, impact on critical intercultural awareness and multilingualism, and the impact of integrating social justice pedagogy on promoting equity and empowering students. The article contributes to the ongoing dialogue on transformational pedagogy and provides insights into effective practices that can help promote social justice and empower students.