Abstract:
Ca’ Foscari University of Venice provides peer tutoring services, mediating between classroom and independent learning. Grounded in critical pedagogy in Language Education, this dissertation investigates alternative tutoring practices that foster critical thinking in language acquisition, considered beneficial not only to the development of language skills, but also as a tool for social change and citizenship formation. The case study involves small groups of first-year undergraduate Japanese language students who attended weekly meetings and engaged in active learning of Japanese grammar through worksheets and discussions, also using specific online tools developed by the Department of Asian and North African Studies. Relying on a qualitative content analysis of semi-structured interviews, findings show students’ discomfort and limited awareness of their autonomy, as well as dependency on the teacher/tutor. However, results also revealed their attitude towards collaborative learning and their expectations for tutoring activities, allowing for a better understanding of the students’ perspective. In conclusion, employing a critical pedagogical approach to peer tutoring, while not enough to stimulate empowering critical reflection, is nonetheless meaningful in educators’ commitment to promoting critical assessment of knowledge transmission. This analysis confirms previous results and hints at challenges for educators and institutions in applying critical pedagogies to tutoring, while future research might offer further indications on overcoming resistance towards autonomy and stimulating self-awareness in language learners.
