Criticality in English Language Literacy Teaching in an Iranian English Language Institute

Khadijeh Aghaei, Mojtaba Rajabi


This paper is a qualitative case study which aims at investigating how English language literacy teaching in an Iranian English language Institute can provide an opportunity to bring critical pedagogy in its practices. According to literacy scholars of critical pedagogic theories, research in this field is strong and ever increasing globally; however, it is rather immature to the field of English language education in EFL contexts and needs a more in-depth analysis. Focusing on an excerpt taken from a literacy event in classroom interaction, and also interview, this paper addresses the status quo of English language literacy teaching. Findings revealed that the criticality in the classroom is a missed concept and classroom practices in the settings do not make learners critical persons. As a result, the learners are not provided with opportunities to read between the lines and express their voices to address the challenges in their future lives. This study also has some pedagogic recommendation on how the teacher can transform the addressed activity to lead the learners to come into the level of critical pedagogic practice in their classroom interactions. 

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