Developing Critical Perspectives among EFL Learners: Insights from Language Educators

Abstract

The number of English as a foreign language (EFL) programs has increased around the world. However, they lack a critical perspective. Throughout their learning, EFL learners are exposed to diverse sociocultural and sociopolitical content that should be approached with a critical stance. EFL educators play a significant role in designing the curriculum and teaching EFL programs. The current study explores their views and opinions on incorporating critical language awareness (CLA) in EFL or English as a second language programs to develop critical perspectives among learners. The findings of this study revealed a recognition of the need for CLA in EFL classrooms in the context of a more socially informed learning experience. Three major themes arose from the interviews: making EFL teaching and learning informed by the social context, applying critical discourse analysis (CDA) and critical thinking skills as analytical tools to social issues, and empowering EFL educators with the appropriate professional training. The study’s findings also showed that the participants had a positive attitude and readiness to integrate CLA in EFL classrooms.

Keywords

• EFL
• CDA
• critical language awareness
• language teaching
• language learning