Hostname: page-component-5b777bbd6c-2c8nx Total loading time: 0 Render date: 2025-06-19T12:27:07.974Z Has data issue: false hasContentIssue false
  • English
  • Français

Critical language pedagogy

Published online by Cambridge University Press:  26 February 2021

Graham V. Crookes
Graham V. Crookes*
Affiliation:
Department of Second Language Studies, University of Hawai‘i, USA
*
*Corresponding author. Email: crookes@hawaii.edu
Get access Rights & Permissions [Opens in a new window]

Extract

There are long and diverse strands of thinking about how schools and schooling, teaching, curriculum, and learning could be conceptualized and developed so as to foster what is often loosely called social justice. Many of these strands go back (in Europe) at least to the French Revolution. The original term that encompasses this area is ‘radical pedagogy’ (that is to say, a pedagogy suitable for radicals or radical purposes; cf. Crookes, 2009). Emerging out of this area in the post-World War Two era, one version of this thought and practice that has become somewhat influential in language teaching is ‘critical pedagogy’, and ‘critical language pedagogy’ (CLP) is a key term used to refer to applications of the concepts of critical pedagogy to second language (L2) contexts.

Type
Research Timeline
Information
Language Teaching , Volume 55 , Issue 1 , January 2022 , pp. 46 - 63
Check for updates
Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Block, D. (2014). Social class in applied linguistics. New York, NY: Routledge.Google Scholar
Crookes, G. (2009). Radical language teaching. In Long, M. H. & Doughty, C. (Eds.), The handbook of language teaching (pp. 595–615). New York, NY: Wiley.CrossRefGoogle Scholar
Davenport, T. (2011). Introduction to The New Review (1913–1916). Retrieved from https://www.marxists.org/history/usa/pubs/newreview/index.htmGoogle Scholar
‘Democracy in education’. (1914). The New Review, 2(3), 190–191.Google Scholar
Freire, P., Freire, A., & de Oliveira, W. (2016). Pedagogy of solidarity. New York, NY: Routledge.CrossRefGoogle Scholar
Kubota, R. (1996). Critical pedagogy and critical literacy (in Japanese). Nihongo Kyoiku Ronshu, 6, 35–48.Google Scholar
Morgan, B. (1997). The politics of publishing: Positioning critical voices in an ELT journal. College English, 7(1), 14–31.Google Scholar
Radical (defn. 7b). (2008). Oxford English Dictionary (3rd ed.). Retrieved from https://www-oed-com.eres.library.manoa.hawaii.edu/view/Entry/157251?rskey=iyInTl&result=1&isAdvanced=falseGoogle Scholar
Shelley, P. B. (1820). Œdipus tyrannus. London, UK: J. Johnston.Google Scholar