A SYSTEM OF TASKS FOR ENGLISH LANGUAGE CLASSES BASED ON P. FREIRE’S PROBLEM-POSING EDUCATION AND DIALOGIC EDUCATION TECHNOLOGIES

Abstract

The contemporary paradigm of foreign language education requires a shift from transmission-oriented teaching towards learner-centered, dialogic, reflective, and socially meaningful learning. In this context, the pedagogical ideas of Paulo Freire provide a significant theoretical and methodological basis for reconsidering the organization of English language classes. This article examines the potential of Freire’s problem-posing education and dialogic education for developing a system of communicative and critical-thinking-oriented tasks in English language teaching. Particular attention is paid to the principles of dialogue, learner agency, critical consciousness, problematization, reflection, collaboration, and the connection between language learning and learners’ real-life experiences. Based on these principles, a system of English language tasks is proposed, consisting of five interconnected stages: contextualization, problematization, dialogic exploration, collaborative production, and critical reflection. Examples of tasks for speaking, reading, writing, vocabulary, and integrated language skills are presented. The article argues that the integration of Freirean pedagogy into English language teaching can transform the classroom into a dialogic learning environment in which students are not passive recipients of linguistic information but active participants in constructing meaning. The proposed task system can contribute to the development of communicative competence, critical thinking, learner autonomy, intercultural awareness, and reflective skills.