Critical Language Pedagogy And Assessment: A Pedagogical Mediation To Enhance Bilingualism In A Virtual Learning Environment

Abstract

This action research explored the implementation of critical language pedagogy to enhance bilingualism among Colombian Army learners in a virtual setting. Data were collected through virtual classroom observations and analysis of artifacts. The findings revealed the interrelation of three emerging categories: social justice values, critical thinking awareness in the Language Learning Environment (LLE), and engagement in a Virtual Language Learning Setting, which reflected the iterative nature of the action research cycle. The categories that emerged from the narrative frame revealed the complexity of implementing critical language pedagogy and assessment in a virtual learning environment. The pedagogical intervention fostered reflective and critical thinking skills among learners, positively influencing their identity development in the virtual environment. Additionally, the researchers found how valuable it was to know these types of pedagogical experiences that gave learners a voice in virtual learning environments and offered a different perspective on educational practices and their challenges in the 21st century. These findings highlighted the importance of integrating critical pedagogy in virtual environments to foster bilingualism, critical thinking, and learner identity, addressing contemporary educational challenges.