Polygon

Spring 2012 74

Critical Pedagogy and English Language Acquisition

Mary Ann Benites
Associate Professor

Department of English for Academic Purposes

Miami Dade College, Hialeah Campus
E-mail: mbenite2@mdc.edu
Abstract
This paper aims to address the extent to how Critical theory should function in teaching and
learning English. The English language is frequently utilized to communicate across borders, and
it plays a significant factor in the current era of globalization. As such, immigrants, students and
business professionals partake in learning English as a Second or Foreign Language. Yet, one
must take into account the influences of Critical Pedagogy when teaching English to second and
foreign language learners. The purpose of this paper is to comprehend the impact of critical
theory on English language teaching and learning in EFL/ESL classrooms. The literature reveals
insight as to the power of language as well as how to implement culturally sensitive pedagogy in
the classroom and curriculum.
Keywords: Culture, Critical Pedagogy, Critical Awareness, English as a Foreign Language,
English as a Second Language.

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Introduction
The requirement for mastering English as a means for written and spoken communication
and study has grown due to our interconnected global environment. This linguistic demand
requires English as a Second or Foreign Language educators to comprehend not only a variety of
methodologies for instruction but also apply a culturally sensitive framework in the classroom.
Therefore, teacher education is needed that supports critical reflection and pedagogy. Educators
must reflect upon content which attempts to erase miscellany in the name of a democratic society
or first world mind-set. Teaching strategies should be adapted to maintain a student's cultural
identity as well as foster resistance to oppressive policies dictated within English language
curricula. This requires the need to take into account the liaison between language and culture.
One should commence with a clear understanding of critical pedagogy and apply its
principles in the classroom to avoid implementing ethnocentric dominance on English language
learners. Critical pedagogy has its origin from the Frankfurt School, yet the North American
School viewpoint can be traced back to the traditions of progressivism as exemplified in the
writings of John Dewey (Biesta, 1998). Yet, it is through the work of Paulo Freire (1993), which
infuses critical pedagogy into present-day education.
Haque (2007) pinpoints that Freires pedagogy follows a critical model by supplying a
framework that provides an explanation of the world particularly in the manner that it sanctions
and fosters inequalities and injustice. It also provides the tool for transformational change further
along within analytical processes. This means advocating for this process through a critical lens
within co-intentional education. Thus, education should be a place where teachers and students

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are both subjects, not only in the task of unveiling a reality real world experiences, but also in the
task of reinforcing knowledge (Freire, 1993).
In essence, within Freires critical framework is an aspiration for emancipation and
freedom from oppression. Thus, the teaching and learning environment must be dialogic, provide
empowerment and incorporate the concept of voice (Haque, 2007). Crookes and Lehner (1998)
specify that critical pedagogy should be carefully considered as goals in the teaching of ESL and
EFL. As such, three goals must be considered: (1) Simultaneous development of English
communicative abilities (2) Application of knowledge to develop a critical awareness of the
world (3) Ability to act on knowledge and awareness to improve matters. In like manner, an
understanding and respect of the student's culture without the execution of ethnocentric
dominance is paramount to classroom success.
Therefore, to develop an awareness of unbiased English language instruction within the
tenets of critical pedagogy, a discussion on critical language awareness, and the power of
language must be addressed. The literature shall also support strategies to reduce cultural
dominance when teaching English to second or foreign language learners.

Review of the Literature

Critical Pedagogy
Critical pedagogy makes it explicit of how education is constantly shaped by ideologies
arising from power, politics, history, and culture (Huang, 2009). (Giroux, 1994) adds that
Critical pedagogy aims to illuminate the relationship among authority and power. Within an
educational framework, it questions the power relationships between teachers, students,
institutions and society. Moreover, it pays noteworthy consideration to the relationship between

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knowledge and power. As such, it questions the role of institutional power within the process of
knowledge creation. Huang (2009) indicates that critical pedagogy dictates the fact of how and
why some realities are legitimated while others are silenced or made invisible, and whose
knowledge is officially validated and which version of truth is actually left out. Wink (2005)
sums up critical pedagogy as the concern which challenges unequal power relations in
interactions between individuals and institutions. Furthermore, Wink (2005) draws attention to
the cultural, political, social, and historical influences on schools and brings to light the issues of
power and its relationship to classroom practices of teaching and learning. Wink continues that
critical pedagogy is concerned with how methodology can be decisive, that is, how the method
of delivery influences the process and content of knowledge construction.
Accordingly, educators whose practices are derived from critical philosophy deem
that teaching and learning should also be connected to real life contexts that are associated with
communities at large. These methods should also transform students and teachers lives to the
degree that pupils are encouraged to perform as change agents in society (Huang, 2009).
Clearly, critical pedagogy can be distinguished from other educational philosophies in
that its main concern lies with classroom practices with an emphasis to learning that extends
beyond the classroom into the community at large. Educators may wonder just how critical
theories translate into the English as a Second or Foreign Language classroom.
Norton and Toohey (2004) postulate that critical pedagogy correlates to English
language learning with reference to social change in varying socio-economic levels of society.
Moreover, the authors claim that Critical pedagogy enables the view of language as a social
practice that constructs the ways learners can better understand themselves when acquiring

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English. Thus, students become more aware their surroundings as well as their contribution to
society at large if they can comprehend the culture representations and speak English.
Critical Language Awareness
In order to comprehend the tenets of critical principles in English as second or foreign
language learning, one must analyze the nature of the relationship between language and culture.
Shaul and Furbee (1998) state that language and culture are systematic to a large degree and are
observable and describable. The authors indicate that systematic description of language is noted
as linguistics while the description of cultures is called ethnography. Brown (2007) adds that
both are tightly interwoven that the two cannot be separated without losing the significance of
one another. Kuang (2007) cites that, "Language is the carrier of culture and culture is the
content of language, and it may be hard to learn a language without knowing its culture" (pp.
75).
Restating principles derived by McLeod (1976), Kuang (2007) maintains that second and
foreign language educators should teach their students about the cultural activities of the target
language whether or not it is indicated in the curriculum. Moreover, Kuang (2007) adds that
students will become empowered if they comprehend new cultural principles while learning the
language. In essence, language teaching is actually culture teaching. More importantly, Cox and
Assis-Peterson (1999) ascertain that a critical pedagogical curriculum requires English as Second
or Foreign teachers to scrutinize the dominant discourse presented and consider if they are
contributing colonial dominance in the teaching of language.
Cox and Assis-Peterson (1999) add that further reflection should be taken into account,
by educators, with reference to the fabrication of discriminatory and unjust social structures
which perpetuate the hegemonic power of English. As such, educators are directly responsible

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for guiding students in an attempt to use their new found knowledge of English for democratic
purposes like social alteration and to help the less fortunate in society.
Fairclough (1992) also points out that English language education should serve as an
avenue to resolve social inequalities that arise from power relationships. Fairclough (1992)
proclaims that linguistics which contents itself with solely descriptive language practices and no
attempt to relate the content to social power relations is missing an important point.
Furthermore, Fairclough (1992) also indicates the acquisition of mechanical skills of coding and
decoding of linguistic structures without a critical element that discusses how the messages attain
different meanings in social functions deceives the learner. This deception takes place in both the
true nature of language as well as cultural practices. This dishonesty also deprives students of
their full potential for effective citizenship in a new society.
The Power of Language
Brandon, Baszile, & Berry (2009) postulate that in modern United States discourse, the
division between good and bad language usage gained saliency with the connection between
Standard American English and what is considered patriotism. At the turn of the 20th century,
Crawford, (1992) cites that President Theodore Roosevelts restrictive language policy made this
relationship very clear. Roosevelt stated, We have room but for one language here, and that is
the English language." Moreover, the Roosevelt claimed, "We as a nation intend to see that the
crucible turns our people out as Americans, of American nationality and not dwellers in a
polyglot boarding house (Crawford, 1992).
It appears that Roosevelt's powerful messages generated an either/or paradigm which
solidified understandings of who was and wasn't viewed as a patriotic American. As such, this
nation became synonymous with the ability to speak appropriate Standard American English. In

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like manner, anthropologists through the Theory of Evolution also generated culturally fixed
linguistic relationships between the civilized colonialists and their savage subjects (Brandon,
Baszile, & Berry (2009). Both nuances created an imperialist versus subjects mentality in
order to justify colonization practices in ESL/EFL curricula. Furthermore, Nieto (2004) argues
that in U.S. classrooms Standard American English has become the instrument used to transmit
and maintain Anglo-American culture and language on immigrant children. Indeed, these
children are taught early on that if they want to succeed in American society and culture, they
need to acquire the language of dominant discourse. As such, linguistic diversity in the U.S. has
come to be viewed as a rather troublesome barrier, and many schools still attempt to rid
immigrant students of this burden as quickly as possible (Nieto, 2004).
Moreover, Henry Trueba's (1993) Theory of Castification has been viewed as an aspect
to consider in the teaching of English to non native speakers. Trubea (1993) states that
castification of language minority families in the United States is caused by institutional
oppression and by the dominant group. In the case of language minority students, castification
oppresses ESL students by words utilized in public discourse. Trueba (1993) postulates that
verbiage used in the English language promotes racism and a loss of dignity. Such common
language includes words like resident aliens or illegal aliens which are commonly used in
government documentation.
Cultural Considerations
Citing from Peterson and Coltrane (2003), Thu (2010) points out that English and culture
can be instructed without preconceptions. Moreover, Peterson & Coltrane (2003) and Thu (2010)
cite that language and cultural considerations should be provided in a non biased manner that
does not place judgment on the distinctions between the student's culture and the dominant one

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being taught. In like manner, it is of utmost importance to not only learn facts about a new
language, but also values and behaviors that support the language in order to bridge cultural
misunderstandings.
Cox and Assis-Peterson (1999) also indicate "Those who teach English must be critical of
the dominant discourse that represents the internationalization of English as good and as a
passport to the first world." This should be particularly considered in our era of globalization.
In like manner, the authors cite that, "Teachers must also consider the relationship of their work
to the spread of the language as well as critically evaluate the implications of their practice in the
production or reproduction of social inequalities." Thus, teachers should avoid maintaining that
learning English will bring the student into a higher level of society. Furthermore, teachers must
question whether they are contributing to the perpetuation of domination and find ways to avoid
coming across in such a manner in their curricula (Cox & Assis-Peterson, 1999).
In like manner, Brandon, Baszile & Berry (2009) cite work by Cummins, (1996) and
concur, educators must provide students space in the classroom to share their cultural
expressions in ways which are both validated and celebrated. Thus, teachers must apply this
knowledge as a premise for enabling students to succeed in society. Most importantly, the
authors conclude that educators must be aware that English language acquisition is neither
absolute nor linear, but it involves the creation of novel democratic discourse which empowers
the student in the process of learning (Brandon, Baszile, Berry (2009) & Cummins (1999).
Embedded within the content of democratic discourse is critical consciousness which can
be fostered through contextual patterns and cycles of texts. Barnawi (2010) analyzes contextual
patterns and cycles as a means which includes multiple readings, discussing, analyzing, and open
questioning of required tasks. This requires English language educators to promote critical

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thinking woven into teaching methods and learning activities. Barnawi (2010) asserts that the
implementation of critical consciousness should include narratives, advocacy letters to policy
makers and research based assignments. In essence, students are receiving critical transformative
teaching as opposed to rote linguistic methodology which often imposes cultural dominance.
Younga, Sachdevb and Seedhouse (2009) concur that an approach to English language teaching
and student learning which steers away from stereotyping will clearly be more successful, and
the authors also promote an intercultural format to weave into curricula.
Fernstein (2008) also elucidates that allowing sociopolitical discourse empowers
instructors and students to discuss language and cultural differences openly because it invites
students to discuss any feelings of conflict. According to Fernstein (2008), by adapting a
sociopolitical ideology educators can become open to comprehending the tensions which can
arise when English as a Second Language (ESL) learners do not feel culturally included by
institutions. Moreover, by maintaining openness in the classroom, ESL learners will not feel a
sentiment of dominance or invisible privilege on behalf of their instructor.
Thu (2008) adds that beyond awareness of critical discourse in the socio political sense,
educators should find the means to develop materials that integrate non bias cultural learning into
language teaching. Textbooks and handouts indeed play a crucial role in integrating culture and
the English language. As such, educators should take the time to critically assess the topics and
provide guidelines in curricula.
Conclusion
This paper has attempted to shed light on issues faced by English language educators and
learners. Moreover, the literature supports the need to reevaluate ESL/EFL programs which have
often been centered on colonial methodology. Indeed, educators are faced with methodological

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challenges when providing English instruction to international students. Thus, critical

pedagogical considerations have been presented to help foster awareness. In like manner,
assumptions behind pedagogical tasks presented in the literature have been discussed to provide
teaching methods which are contextualized and socio-politically appropriate to the learner. By
applying this critical lens, educators will become insightful to the fact there are alternatives to
help ESL/EFL students participate in a global society without prompting feelings of submission.
With reference to my own practice as an English as a Second/Foreign language faculty
member within higher education, I plan to implement critical pedagogy which is culturally
sensitive and promotes social consciousness. Learning to teach English as a Second or Foreign
Language within a critical framework can only help my students become successful and
productive bi-lingual individuals within our global society.

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