A Review on Critical Language Pedagogy: A Formal Analysis of Theory, Practice, and Future Directions

Authors

  • Rari R Research Scholar, Department of Education, Regional Institute of Education (NCERT), Mysuru https://orcid.org/0009-0006-2838-452X
  • Kalpana Venugopal Professor, Department of Education, Regional Institute of Education (NCERT), Mysuru

DOI:

https://doi.org/10.31305/rrijm.2025.v10.n10.009

Keywords:

Critical Language Pedagogy, social consciousness, problem-posing education, dialogical exchange, project-based learning

Abstract

In this fast-paced world, the concept of false consciousness has escalated to an alarming extent, where people are unable to decipher truth from false, which can be equated to man’s tendency to normalize and sometimes even legitimize injustices prevailing in the society. Critical Language Pedagogy (CLP) aims to critically analyse the world around by evaluating the language as it relates to issues of equity, power, and social justice, and to inform a critical stance, response and/or action. It aids one to have multiple perspectives and enables to look for bias, if any, its sources, or reasons. Eventually, CLP encourage people to realize that repetition is not reality and to change the norms that are believed to be immutable for ages. This article presents a critical examination of the theoretical background and practical applications of CLP as a transformative approach within the field of language education. Employed with foundations in the work of Paulo Freire and strengthened by recent arguments for ethical commitment by Crookes, this article explores the mechanisms by which CLP empowers learners to critically deconstruct linguistic and social norms, thereby fostering a heightened state of social consciousness and agency. The article surveys key pedagogical strategies, including problem-posing education, dialogical exchange and project-based learning, which are increasingly realized through multimodal and digital formats. Furthermore, this analysis addresses criticisms directed at CLP, the inherent complexity of its implementation, and the necessity of engaging with contemporary decolonial and algorithmic challenges. The article concludes with an outlining of prospective research directions, advocating for empirical investigations designed to measure the long-term impact of CLP on learner empowerment, academic achievement, and social transformation.

Author Biographies

Rari R, Research Scholar, Department of Education, Regional Institute of Education (NCERT), Mysuru

Rari R is a Doctoral Research Scholar in the Department of Education at the Regional Institute of Education (NCERT), Mysuru. She is a recipient of the UGC-NET-JRF (Junior Research Fellowship). She has completed her B.A. and M.A. in English Language and Literature, and also Bachelor’s degree in Education (B.Ed.) in English from the University of Kerala. She holds a Master’s degree in Education (M.Ed.) with a specialization in Inclusive Education from the Regional Institute of Education (NCERT), Mysuru. She has worked as Assistant Professor in English Education in an affiliated Teacher Education College under the Central University of Pondicherry.  She also has teaching experience in Regional Institute of Education (NCERT), Mysuru where she has assisted and taught courses such as Micro & Macro Teaching, and Gender, School and Society. She had worked as a Skill Development Executive in Communicative English as part of Additional Skill Acquisition Programme (ASAP), a project under the Higher Education Department, Government of Kerala. Her current doctoral research focuses on Language and Literacy Education, with a particular emphasis on developing critical literacy skills among learners at the Secondary Stage. Rari has participated in various Faculty Development Programs and Research Conferences as part of her career and research development. She has also conducted online sessions on student well-being as part of PM eVidya’s SAHYOG initiative. She aspires to proceed with making meaningful contributions in the field of learner-centered language and literacy education at the Secondary Stage.

Kalpana Venugopal, Professor, Department of Education, Regional Institute of Education (NCERT), Mysuru

Dr Kalpana Venugopal is a Professor of Education at the Regional Institute of Education Mysuru, which is a Constituent of NCERT in the Southern Region. She has her academic qualifications in Education and Psychology. She is a Gold medalist in her Bachelor’s Program in Education, PhD in Education from the University of Madras and was awarded the DLitt (Doctor of Letters) in Education by the President of India at the University of Madras. She is a Fulbright Visiting Professor and was in USA under the Fulbright Nehru Academic and Professional Excellence (FNAPE) at the University of North Carolina, USA. Her areas of work and interest include Child Psychology & Development, Early Childhood Education, Value & Peace Education, Guidance & Counselling, Curriculum Development, and Quality Assurance and Accreditation. She’s involved in Teaching, Program/Course Development, Training, Research, Monitoring and Extension Services in the Region. Her work in the area of research includes coordinating and undertaking National & Regional Projects, guiding PhD. researches, publications & editor of national and international journals, and monitoring researches of other institutions. Participated in National and International Conferences, Workshops and Programs. Member of Board of Studies in several Universities. Expert Member in Selection Committees of KVs, Sainik Schools, JNVs and University Departments; Expert Member for Curriculum Development for States in South India and NCERT. Was the Coordinator of NISHTHA Program at RIE Mysuru. She’s the Coordinator for the National Program at RIE Mysore - Diploma Course in Guidance and Counselling; and the Convener for POCSO & KGBV. She is the Convener for IQAC-NAAC (Internal Quality Assurance Council & National Assessment and Accreditation Council) at RIE Mysuru. She is presently the Nodal Officer for establishment of the new Regional Institute of Education at Nellore, appointed by the Ministry of Education, New Delhi. She is the Program Coordinator of the Madanmohan Malaviya Teacher Training Center at RIE Mysore which focusses on in-service teacher training in the southern region. Professor Kalpana Venugopal was also the Head of the Department of Extension Education, at Regional Institute of Education, NCERT, Mysuru, which is the nodal office for coordinating and monitoring the academic, training and research and advisory activities of the 5 states and 2 UTs of the southern region. She had been appointed by NCERT as the Dean of Instructions at RIE Mysuru, to look after all Academic Programs, student affairs and the Demonstration School of NCERT at RIE Mysore. She is passionate about teaching and training teachers, counselling students & parents, and working with the community for advocacy on teacher recognition and empowerment.

References

Auerbach, E. R. (1995). The politics of the ESL classroom: ESL literacy, critical pedagogy, and empowerment. In J. W. Tollefson (Ed.), Power and inequality in language education (pp. 98-115). Cambridge University Press.

Blackledge, A., & Pavlenko, A. (2001). Negotiation of identities in multilingual contexts. International journal of bilingualism, 5(3), 243-257. https://doi.org/10.1177/13670069010050030101

Brown, H. D. (2014). Principles of language learning and teaching. Pearson Education.

Canagarajah, A. S. (1999). Resisting linguistic imperialism in English language teaching. Oxford University Press.

Cho, S. (2025). Rethinking “action” in Critical Language Pedagogy: A snapshot of multimodal resistance and pedagogical possibilities in China. Journal of Critical Language Studies, 10(1), 1-25. https://doi.org/10.5070/L2.46983

Crookes, G. V. (2021). Critical language pedagogy: An introduction to principles and values. ELT Journal, 75(4), 450–460. https://doi.org/10.1093/elt/ccab020

Crookes, G. V., & Abednia, A. (2022). Critical language pedagogy: Principles and practices. Routledge.

Crookes, G. V., & Ziegler, N. (2021). Critical Language Pedagogy and Task-Based Language Teaching: Reciprocal relationship and mutual benefit. Education Sciences, 11(6), 254. https://doi.org/10.3390/educsci11060254

Derrida, J. (1967). Of grammatology. Johns Hopkins University Press.

Essabari, S., & Mhamed, M. B. (2025). Critical Pedagogy in the Foreign Language Classroom: Beyond Utopian Ideals. International Journal of English Language Studies, 7(3), 01-09. https://doi.org/10.32996/ijels.2025.7.3.1

Foucault, M. (1972). The archaeology of knowledge & the discourse on language. Pantheon Books.

Freire, P. (1970). Pedagogy of the oppressed. Seabury Press.

Godley, A. J., & Minnici, A. (2008). Critical language pedagogy in an urban high school English class. Urban education, 43(3), 319-346. https://doi.org/10.1177/0042085907311801

Horkheimer, M., & Adorno, T. W. (1944). Dialectic of enlightenment. Social Studies Association of America.

Jackson, L., & Kennett, B. (2025). Critical language pedagogues in Japan: Enhancing student receptivity. ELT Journal, 79(1), 12–21. https://doi.org/10.1093/elt/ccae024

King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30-35. https://doi.org/10.1080/87567555.1993.9926781

Kubota, R. (2004). Critical multiculturalism and second language education. Norton, B & Toohey, K.(Eds), Critical Pedagogies and Language Learning (pp. 30 – 52). Cambridge University Press. https://doi.org/10.1017/CBO9781139524834.003

Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford University Press.

Mignolo, W. D. (2021). The politics of decolonial language: Thinking from the border. Duke University Press.

Morgan, B. (1997). A critical review of critical language pedagogy. TESOL Quarterly, 31(3), 519-535.

Motha, S. (2020). Is an Antiracist and Decolonizing Applied Linguistics Possible? Annual Review of Applied Linguistics, 40, 128–133. https://doi.org/10.1017/S0267190520000100

Muszyńska, B. (2023). Moving beyond reflection: Towards epistemic reflexivity in language education. In B. Muszyńska & Thomas, H. (Eds.), Putting critical language pedagogy into practice (pp. 1-9). Routledge. https://doi.org/10.4324/9781003399414

Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429.

Norton, B., & Toohey, K. (2004). Critical pedagogies and language learning. Cambridge University Press.

Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Routledge. https://doi.org/10.4324/9781410600790

Pang, S., Nol, E., & Heng, K. (2025). Artificial Intelligence (AI) Literacy: A Necessity in Modern Language Education. Journal of English Learner Education, 17(1), 8.

Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.

Sheridan, R., & Tanaka, K. M. (2024). Global Issues in Local Contexts: Japanese University EFL Learners' Reactions to the Development of Relevant and Engaging SDGS Materials. TESL-EJ, 28(1), n1. https://doi.org/10.55593/ej.28109a4

Shor, I. (1992). Empowering education: Critical teaching for social change. University of Chicago Press.

Shor, I., & Freire, P. (1987). A pedagogy for liberation: Dialogues on transforming education. Bloomsbury Academic.

Stockwell, G. (2024). ChatGPT in language teaching and learning: Exploring the road we’re travelling. Technology in Language Teaching & Learning, 6(1), 2273-2273. https://doi.org/10.29140/tltl.v6n1.2273

Ulla, M. B., Advincula, M. J. C., Mombay, C. D. S., Mercullo, H. M. A., Nacionales, J. P., & Entino-Senorita, A. D. (2024). How can GenAI foster an inclusive language classroom? A critical language pedagogy perspective from Philippine university teachers. Computers and Education: Artificial Intelligence, 7. https://doi.org/10.1016/j.caeai.2024.100314

Weedon, C. (1987). Feminist practice and poststructuralist theory. Blackwell.

Downloads

Published

15-10-2025

How to Cite

Rari, R., & Venugopal, K. (2025). A Review on Critical Language Pedagogy: A Formal Analysis of Theory, Practice, and Future Directions. RESEARCH REVIEW International Journal of Multidisciplinary, 10(10), 85–93. https://doi.org/10.31305/rrijm.2025.v10.n10.009

Issue

Vol. 10 No. 10 (2025): RESEARCH REVIEW International Journal of Multidisciplinary

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This is an open access article under the CC BY-NC-ND license Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0).