Transformative reading pedagogies: Perspectives from Indonesia

This paper reports on a research study that engaged English language teacher educators (ELTE) in Indonesia and investigated their perspectives of the teaching of critical reading. The findings suggest that Indonesian academics identify the skills that are involved in critical reading and how to teach them, but not why they choose a specific teaching practice. Based on this finding, the researchers argue that in the absence of a rationale that would link the “What?” and the “How?” of teaching, missing are perspectives that can demonstrate the lecturers’ understanding of the transformative value of the teaching methods that they use.