Concerns, Contributions, and Challenges of Critical Pedagogies in ELT: A Literature Review

Abstract

Critical pedagogies have been researched in many knowledge areas, particularly in social sciences. However, in the field of English language teaching, pedagogical and didactic models that implement critical perspectives are scarce. This review attempts to characterize trends of discussion addressed in the scientific literature on critical pedagogies in the teaching of English from 2011 to February 2023. For this, 55 articles available in Scopus, Eric, and Scielo databases were analysed. Four categories were identified: 1) Critical pedagogical practices in ELT, 2) Analysis on the teacher role and education, 3) Principal concerns which yield the introduction of critical pedagogies to ELT field, and 4) Limitations and challenges for critical pedagogies in ELT. This paper stresses the need to deepen and expand research in the field of ELT around the category of critical pedagogies as a possibility to contribute to the English teaching practices, mainly when included in the teachers’ education processes.

Full text

Enletawa Journal
Issn (online) 2463-1965 Publicación Continúa julio-diciembre 2023 volumen 16 N.° 2.
Concerns, Contributions, and
Challenges of Critical Pedagogies in
ELT: A Literature Review
Preocupaciones, Contribuciones, y Desafíos
de las Pedagogías Críticas en la Enseñanza
del Inglés: Una Revisión de la Literatura
 Review Article
Sindy Lissette Vanegas Garzón *
Nohemy Marcela Bedoya Ríos **
Submission: August 01, 2023
Accepted: October 05, 2023
Published: October 10, 2023
How to cite this article:
Vanegas-Garzon, S.L., & Bedoya-Rios, N.M., (2023). Concerns, Contributions, and Challenges of
Critical Pedagogies in ELT: A Literature Review. ENLETAWA Journal, 16(2), 1-33. e16518.
https://doi.org/10.19053/2011835X.16518
___________________________________________
* PhD Candidate, Antonio Nariño University. BA. in Spanish and English from the National
Pedagogical University (Bogotá, Colombia). svanegas@uan.edu.co
https://orcid.org/0000-0002-4918-706
** Ph.D. in Education from the Federal University of Rio Grande do Sul (Brazil).
nbedoya56@uan.edu.co https://orcid.org/0000-0003-1849-6238.

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 2
Abstract
Critical pedagogies have been researched in
many knowledge areas, particularly in social
sciences. However, in the field of English
language teaching, pedagogical and didactic
models that implement critical perspectives
are scarce. This review attempts to
characterize trends of discussion addressed
in the scientific literature on critical
pedagogies in the teaching of English from
2011 to February 2023. For this, 55 articles
available in Scopus, Eric, and Scielo
databases were analysed. Four categories
were identified: 1) Critical pedagogical
practices in ELT, 2) Analysis on the teacher
role and education, 3) Principal concerns
which yield the introduction of critical
pedagogies to ELT field, and 4) Limitations
and challenges for critical pedagogies in
ELT. This paper stresses the need to deepen
and expand research in the field of ELT
around the category of critical pedagogies as
a possibility to contribute to the English
teaching practices, mainly when included in
the teachers’ education processes.
Keywords: English language teaching,
critical pedagogy, literature review, teacher
education, teacher role.
Resumen
Las pedagogías críticas se han investigado
en muchas áreas del conocimiento,
especialmente en las ciencias sociales. Sin
embargo, en el campo de la enseñanza del
inglés predominan modelos pedagógicos y
didácticos en los que la perspectiva crítica es
escasa. Esta revisión caracteriza las
tendencias de discusión abordadas en la
literatura científica sobre pedagogías críticas
en la enseñanza del inglés desde 2011 hasta
febrero de 2023. Se analizaron 55 artículos
disponibles en las bases de datos Scopus,
Eric y Scielo, y algunas revistas científicas.
Se identificaron cuatro categorías: 1)
Prácticas pedagógicas críticas en la
enseñanza del inglés, 2) Análisis sobre el rol
docente y la formación, 3) Principales
preocupaciones que conducen a la
introducción de las pedagogías críticas en el
campo de la enseñanza del inglés, y 4)
Limitaciones y desafíos de la pedagogía
crítica en la enseñanza del inglés. Se
concluye sobre la necesidad de profundizar
y ampliar la investigación en el campo de
ELT en torno a la categoría de pedagogías
críticas, como una posibilidad de contribuir a
las prácticas de enseñanza del inglés,
principalmente al ser incluidas desde los
procesos de formación de los docentes
Palabras clave: Aprendizaje, educación
rural, enseñanza del inglés como lengua
extranjera, normalista superior.

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 3
Introduction
The reflection on teaching practices has given rise to a variety of discursive
currents in the educational sector, whereby approaches, methodologies, and the
role of the teacher are questioned. In the field of English language teaching
practices, critical pedagogy is one of the currents that is gaining momentum in the
last years. Initially, Freire (1968, 1982), McLaren, (1995; McLaren & Kincheloe,
2007) and Giroux (1990; Giroux & Simon, 2006) set up the foundations for the
discussion in the education sector regarding this category. These authors stressed
the need of having a strong interlinkage between praxis and theory, a re-
consideration of the role of ethics and politics in education, and a claim for
emancipation through pedagogy, which aimed at showing the struggle for equity
and dignity.
Later, in the field of ELT, authors such as Kumaravadivelu (2012, 2013),
Canagaragah (2008, 2009, 2014, 2010), Blommaert (2008a, 2008b, 2011) and
Pennycook (1990, 1999) started a discursive approach regarding critical
pedagogies. They came to the questioning of the instrumentalization of teachers
and considered that the field must be situated in a local context, based in
homegrown matters of concern, attempting to transform the world. Based on this
growing interest, it is important to delineate the academic production in this area to
highlight the contributions of critical pedagogies to the ELT field. This paper aims to
review the academic production in this area of concern to settle findings,

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 4
achievements, and show fields of inquiry. Findings from this research may
encourage teachers to explore and introduce other perspectives to their practices,
and of course, conducting new and broader research.
Previous literature reviews for ELT field topics in critical linguistics have
discussed approaches for English Language teaching and teaching practices. Of
particular interest to this study is the one conducted by Pennycook (2022), who
analyses epistemological changes in linguistics and invites to critically revise new
trends and work toward change. Similarly, Macías & Hernández – Varona (2021)
conducted a literature review on teacher learning in language teaching from an
international viewpoint. These scholars highlight the ecological perspective and
conclude teacher education should be based on the interactions among social,
cultural, and historical contexts. Moreover, Gounari (2020) in an introduction for the
Special Issue in L2 Journal makes a historical review, an exploration about what is
not critical pedagogy and how it has moulded language teaching. Overall, these
recent literature reviews show the growing interest in critical pedagogies for
language teaching. However, none of them emphasize the characteristics and
elements they bring to the ELT, forming a gap in the literature and making it a
pertinent and necessary issue to address. Therefore, this literature review stands
as an important contribution to the field, as it is focused on providing a wider view
about the latest currents with the English Language Teaching regarding critical
pedagogies, as well as highlighting convergence points to elucidate topics
emerging in this area.

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 5
Methodology
A narrative literature review was proposed. In the field of education, literature
reviews enable us to consolidate research findings and identify knowledge gaps.
But for that, it is important that the review presents a critical analysis of the
identified literature (Guirao, 2015). In what follows, we explain the different stages
of this research.
Identifying the Initial Research Question.
Taking into consideration that this review is part of the initial phase of the
doctoral research project entitled "Mixed methods study on the relationship
between epistemological beliefs and critical pedagogies in ELT of teachers in the
public sector of Bogotá”, our interest was to provide a comprehensive and general
approach to the literature in order to identify the main fields of reflection associated
with published research on critical pedagogies in English language teaching. This
approach aimed to identify the central discussions in the literature on the topic,
their contributions, and the possible gaps or difficulties highlighted by such
research. Therefore, we formulated the following question to guide our review
work:
 What are the main reflection fields in relation to the use of critical
pedagogies in English Language Teaching?

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 6
Identifying Relevant Studies.
The first step to locate the literature was to conduct a search on the database
SCOPUS with the keywords: “ELT” and “Critical Pedagogy”, using the Boolean
operator AND, without a date range. This search generated 42 results, 31 of them
(Research articles) were included for the present review. Books and book chapters
were not considered for this analysis. Finding just a few articles evidenced that in
this database there is little research published on this specific topic regarding ELT.
As such, we decided to extend the search to include the databases ERIC and
SCIELO. The last database was chosen given its Ibero-American reach,
recognizing the contributions of the epistemologies of the South to the critical
discourses and movement. This was crucial to this study as we attempted to
capture the work of teachers and researchers inspired in Paulo Freire, a pioneer in
the critical pedagogy proposal from Brazil. Finally, the search was also conducted
in the journals: ELT Journal, TESOL QUARTERLY, and Critical Inquiry in
Language Studies. As a result, 55 articles were analysed in this literature review.
All selected documents were published between 2011 and 2023, more specifically
until February 2023, which is the date when the literature search process was
completed.
Summarising and Reporting Findings.
The literature examined encompassed research on teaching experiences
applying critical pedagogy such as post-memory, social justice, linguistic
imperialism, mainstream textbooks, and discourses. Other studies were geared

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 7
towards teacher education. For the analysis of the research articles, a thorough
review of the texts was conducted, which included a process of identifying
recurring themes that were grouped and regrouped until the following general
categories were constructed: Teachers’ knowledge, teachers’ professional
development, teacher’s pedagogical experiences, academic contexts and critical
pedagogy’s issues. Finally, four central fields of reflection were identified and
labelled: 1) Critical pedagogical practices in ELT: What characterizes them?, 2)
Analysis on teacher education, 3) Principal concerns that make necessary to
introduce critical pedagogies to ELT field, and 4) Limitations and challenges for
critical pedagogies in ELT. It is important to note that they are in no specific order.
Results
Critical pedagogical practices in ELT: What characterizes them?
This field of reflection showcases pedagogical practices where teachers
introduce critical pedagogies into their teaching exercises. Scholarly works in this
line systematized experiences and presented either case-studies, narratives, or
ethnographies. The authors introduced their findings in relation to exploring critical
pedagogies. The following aspects are pointed out: Reflections on the well-known
relationship between language and culture (Cruz, 2018; López-Gopar, 2018; Wang
et al., 2021); the incorporation of materials to the English language lessons
(Barjesteh et al., 2015; Contreras & Chapetón, 2016); social, political and ethical
concerns (Ahmed & Morgan, 2021; Akbari, 2008; Jeyaraj & Harland, 2014; Khatib

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 8
& Miri, 2016; López-Gopar, 2018), and teaching strategies (Contreras & Chapetón,
2016; Derince, 2011; Higareda et al., 2009; Khatib & Miri, 2016; Larson, 2014;
López-Gopar, 2018; Miri et al., 2017; Valdez, 2012; Viana & Zyngier, 2017;
Villacañas de Castro, 2017; Villacañas de Castro et al., 2018). In what follows, we
explain each of the fields of reflection found in this review.
To begin with, there is an established relationship between language and
culture, where the position of some authors (Porto, 2021; Raddawi & Troudi, 2018;
Wang et al., 2021) is to realize the importance of moving beyond this established
relationship. It is a recurrent claim to enhance students’ Critical Intercultural
Literacy (CIL). For instance, Wang et al. (2021) consider that it is important that
stakeholders foresee complex and emergent situations that may require the use of
English for intercultural communication encounters from a multilingual perspective.
Hence, it is expected that language and culture are perceived from a multilingual
perspective and move beyond the cultural content of textbooks to sense the critical
moments of these encounters. Canagarajah, interviewed by Porto (2021),
introduces the question of how students can develop practices to communicate
across cultures, and remarks that knowledge is not enough. Thus, pedagogical
practices are needed so that students can develop practices and negotiation
strategies to deal with these differences. In this sense, Canagarajah proposes a
model of language competence for cosmopolitan relationships or intercultural
citizenship. This entails a model that is more practice-based.

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 9
Practices involving critical pedagogies are often focused in the
comprehension of English as a global lingua franca rather than principally as an
Anglophone language. In this way, Wang et al. (2021) argue that students can
develop CIL by speculating and questioning throughout the learning and
experiencing process and become critical learners. This, in turn, should increase
the prominence of English as a global lingua franca. In a similar vein, Jeyaraj &
Harland (2014) in their pedagogical practice attempted to humanize the English
language, guided students to learn the language that truly mattered to them and
not just language for a future career development. This allowed them to see
English in a more authentic and humanistic manner instead of a commodity. In the
Latin-American context, Siqueira & Gimenez (2021) reflected on the Brazilian
curriculum considering Freire’s contributions to the pedagogy that lead to
considering English as a Lingua Franca in the official curriculum. They endorse this
perspective and present implications and challenges for Brazilian teachers.
Regarding materials, pedagogical practices that incorporate critical
pedagogies claim there is a need to give a central role to local knowledge. To raise
the critical awareness of English for Academic Purposes (EAP) students, new
materials should be developed based on their experiences and on social issues in
society, meaning that these topics should be adjusted to local contexts or needs
(Barjesteh et al., 2015; Kohnke, 2019). Teachers incorporating critical pedagogies
in ELT coincide in preferring their own prepared materials, texts, or resources on
the internet rather than mainstream textbooks (Contreras & Chapetón, 2016; Cruz,

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 10
2018; Kohnke, 2019; Nuñez, 2020; Valdez, 2012; Viana & Zyngier, 2017). It is
considered that if materials are situated within local contexts, students will
understand their own identities and their own society in the language classrooms.
Connecting with the previous ideas about local knowledge centred materials,
it is important to consider local contexts as the centre of the ELT practices.
Bridging lessons with wider society allows students to experience their learning
process and express their voice. This provides them the self-confidence to make
their voices heard in future circumstances and take more risks in contributing their
utterances (Khatib & Miri, 2016). Khan (2020) highlights that English teachers need
to become involved in questioning how and what they teach because through their
practice they are able to stimulate social changes in society. Besides, there is a
recognition of the importance of situated practices to connect reality and open the
learning experience from the classroom to the social life experiences (Contreras &
Chapetón, 2016; Cruz, 2018; Jalalian & Abdul, 2020).
Social, political, and ethical concerns are deeply present in critical
pedagogical practices in ELT. Through a post-memory lens, Ahmed & Morgan
(2021) revealed multilingualism is a multifaceted dimension of identity negotiation
across time and space. They remark ELT classrooms as a place where partiality of
post-memory can be deconstructed supporting dialogue and reconciliation.
Regarding issues such as gender-gaps and discourse, Valdez (2012) and Khan
(2020) stand out. The first one with a pedagogical experience where multimodal

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 11
texts were used to illustrate the notion of women being both liberated and
oppressed in Philippine society, allowing students to understand how society
shapes texts, stereotypes, and power relationships. In a similar way, Khan (2020)
introduced gender in her pedagogical experience as teacher educator to make
future teachers conscious of the ethical and political implications of language
learning. These studies show the importance of developing social consciousness
as a foundation to foster critical pedagogies and language teaching (Contreras &
Chapetón, 2016).
Lastly, it is important to address the considerations of researchers about
strategies for fostering English language skills in students. A common
characteristic here is that teachers decline following mainstream trends or
textbooks and prefer to design their own strategies, programs, and materials (Cruz,
2018; Derince, 2011; Khan, 2020; Larson, 2014; López-Gopar, 2018; Valdez,
2012; Viana & Zyngier, 2017; Villacañas de Castro, 2017). Strategies such as the
use of poster-essay, mobile phones, project groups, blogs, codes, and
collaborative learning showed that horizontal communication is a useful platform
for students to voice their opinions and interact in a dialogical approach of the
English teaching. Likewise, scholars stress that allowing the use of L1 (first
language) in the classroom can be favourable as a teaching strategy to generate
confidence, consciousness, and recognize students’ identities through a dialogical
approach questioning the monolingual way of teaching English (Higareda et al.,
2009; Miri et al., 2017; Mugford, 2008). Similarly, Larson (2014) remarks that

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 12
strategies can be adaptable, syllabi can be negotiated to promote equity, and
harmonization of the power hierarchy within the student-teacher relationship, and
content can be made more relevant for students. Additionally, scholars highlighted
that information communication technologies (ICT) are also regarding key strategy
promoted by English teachers to bridge the gap between content knowledge and
innovation (Cruz, 2018). Hence in a context where ICT tools are disposable there
is a potential of a variety of possibilities as the ones explored by the researchers in
this review.
Along with strategies, scholars researched on the expertise of teachers and
critical reflection concluding they raise teachers’ awareness over their cognition
and practices (Khatib & Miri, 2016). These processes are important in the way they
allowed them to concrete a theoretical foundation in their pedagogical practice.
However, it is not a must when exploring critical pedagogies.
To close this section, it is noteworthy that English proficiency was reported to
be improved considerably by the authors, hence, debunking the fixed idea that
allowing the use of the first language in the classroom may reduce the
effectiveness of teaching practices.
Analysis on teacher role and education.
In this section, we present the fields of reflection reported by authors regarding
English teacher role and education. These works emphasized the responsibilities,

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 13
challenges, context of pre-service and in-service teachers and their beliefs or ideas
about their practice (Aguirre & Ramos, 2011; Basabe, 2019; Crookes, 2021; Cruz,
2018; Derince, 2011; Dewey, 2014; Echeverri-Sucerquia & Pérez, 2014; Fandiño-
Parra, 2021; Granados-Beltrán, 2016; Kavenuke & Muthanna, 2021; Kaviani &
Heidar, 2020; Khan, 2020; Khatib & Miri, 2016; Linares, 2016; Macías & Hernández
- Varona, 2021; Mambu, 2022, Pagliarini & de Assis-Peterson, 1999; Pennycook,
1990; Pikhart & Habeb, 2022; Porto, 2021; Quintero, 2019; Raddawi & Troudi, 2018;
Safari, 2017; Samacá Bohórquez, 2012; Sánchez, 2014; Shin, 2022; Siqueira,
2017).
A shift of focus from grammar and phonology to strategies of negotiation based
on resourceful dispositions is claimed to language teachers and the ones involved
in language education (Porto, 2021). Historically, the field of ELT has addressed the
development of communicative skills in individuals, but modern cosmopolitan or
intercultural agendas require collaborative dispositions (Pennycook, 1990; Porto,
2021). To achieve this shift of focus, a deep process invoking important aspects of
the role of the teachers and their education is needed.
Canagarajah, interviewed in Porto (2021), notes aspects such as poor
infrastructure, overcrowded classrooms, and scarce resources in schools as key
factors associated with o teacher burnout. Similarly, the author indicates that too
many teachers are forced to use predetermined textbooks, and administer
standardized exams while very often have students who come from homes with
basic unsatisfied needs. Siqueira (2017), regarding teacher educators, adds that

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 14
they are “somewhat confused, not to say, aloof, once they find themselves having to
face a much more complex reality that is all the time testing their knowledge, beliefs,
flexibility, and so forth”. (p. 402) According to this difficult context, the challenges for
English teachers are considerable.
In the framework of critical pedagogies, researchers point at some issues
regarding the teachers’ role. For example, educators have a responsibility to lead
education to a more political focus behaving as “public intellectuals,” so there is a
need for critical consciousness amongst pre-service teachers (Granados-Beltrán,
2016; Khan, 2020). Aguirre & Ramos (2011) emphasize teachers’ responsibility as
decision making and integration of the social dimensions to the ELT process. Then,
to criticize and change injustices and inequities in education and society is a must
for teachers who adopt this critical role (Safari, 2017; West, 2021). Critical-
consciousness gained through a dialogic reflection can liberate teachers to
recognize their local context and stimulate social changes in society, which positions
teachers as transformative intellectuals (Crookes, 2021; Echeverri-Sucerquia &
Pérez, 2014; Kavenuke & Muthanna, 2021; Khan, 2020; Khatib & Miri, 2016;
Raddawi & Troudi, 2018; Siqueira, 2017). In addition, Samacá Bohórquez (2012)
highlights the relevance of creating spaces in undergraduate programs for the
reflection on teaching and learning processes. She defines this reflection as an
exercise of analysing an issue or situation to realize causes, to comprehend
implications, to assume a position, and to take action. These reflection processes go

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 15
beyond thinking and lead to action, a fact that remains important for taking critical
pedagogies to a dynamic vision of the teachers’ role in society.
University courses, programmes, and curricula could begin to emphasize on
the process of educating intercultural language professionals (Granados-Beltrán,
2016; Siqueira, 2017), involving a serious reconsideration of the purposes and
content of language teaching (Porto, 2021). Nowadays, these programs have been
set up to make professionals more competitive and effective within a globalized
world (Kaviani & Heidar, 2020; Khan, 2020; Raddawi & Troudi, 2018; Sánchez,
2014). Unfortunately, English teachers are even seen as technicians who need to
be given all the tools and instructions (Cruz, 2018), marginalizing them in
discussions of the nature of professional knowledge and expertise. However, “recent
developments have seen teachers becoming repositioned as ‘knowing
professionals’ and as agents of pedagogic change in their own right” (Dewey, 2014,
p.27).
In close connection with these findings, there is a concern about the discourses
that frame the expertise of teachers. While mainstream discourses focus on
language skills and how well teachers know or are familiarized with mainstream
theories and methodologies (Cruz, 2018; Dewey, 2014); critical approaches claim
that teachers must debunk stereotypes, foster empathy, shape their self-identity,
make sense of English how well they can relate to their realities, with a social,
political, and cultural context for their practice as future teachers of local lingua-

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 16
cultural repertoires, with their own identities focused on transforming the social
futures and offering alternatives to traditional knowledge-transmission based teacher
education (Barry, 2011; Cruz, 2018; Derince, 2011; Khan, 2020; López-Gopar, 2018;
Quintero, 2019).
Finally, Siqueira (2017) targets the need of teachers strengthening an
autochthonous epistemology, which requires a re-evaluation and re-structuring of
assessment systems. This entails that teachers must engage themselves in
behaviours of decolonization of minds, attitudes, and, in a more practical way, of
instructional materials. Likewise, Basabe (2019) reflects on teachers’ agency, he
states criticality cannot be measure, so, teachers grow critically, and research is
needed to inform how teachers exercise their agency and their capacity to become
critical. Linked to this idea, there is also a call to research in-service teacher
development regarding critical pedagogical practices. (Echeverri-Sucerquia et al.,
2014)
Principal concerns which yield the introduction of critical pedagogies to the
ELT field.
There are essential elements addressed by researchers over the
convenience and benefits critical pedagogies brings to the field of ELT. In this
section some of them are emphasized: Awareness of intercultural contexts, power
relations and colonized practices (Cruz, 2018; Fandiño-Parra, 2021; Fang, 2018;
López-Gopar, 2018; Pennycook, 1990, 1999; Porto, 2021; Wang et al., 2021),

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 17
need of recognition of local knowledge (Rao, 2018), disadvantages of imported and
mainstream textbooks (Erfani, 2013; Jalalian & Abdul, 2020; Kohnke, 2019;
Satienchayakorn & Grant, 2022), need of social transformation and peaceful
societies (Ahmed & Morgan, 2021; Banegas & Villacañas de Castro, 2016).
There is a broad concern regarding the ELT field: There are colonized
practices and mainstream discourses which do not recognize social contexts and
local knowledge (Fandiño-Parra, 2021; López-Gopar, 2018; Pennycook, 1990,
1999; Porto, 2021). Scholars argue there is a need of switching from a
conventional perspective of Intercultural Communication (IC) to an English as
Lingua Franca (ELF), highlighting a translingual and transcultural perspective of
intercultural encounters, giving a place to diversity (Fang, 2018; Wang et al., 2021).
Satienchayakorn & Grant (2022) researched on raciolinguistics as an opportunity
to develop a critical consciousness in students regarding global racial capitalism,
discourses of whiteness, standard English, and native speakerism. Similarly,
Ahmed & Morgan (2021) propose giving a place to an affective approach
recognizing that emotions are socially constructed and deeply embedded in power
relations and have been underscore in educational practices. These authors claim
that “affect enables us to act, not react, in ethical and transformative ways” (Ahmed
& Morgan, 2021, p. 495). Connected to this idea, Khan (2020) mentions that
promoting inclusive classrooms ultimately cultivate a more peaceful society. Thus,
including local, diverse experiences in the classroom delivers more agency to

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 18
teachers, which can assist them in ‘decolonizing’ English teaching practices to be
more adaptive to local needs.
Local knowledge is a main concern addressed in the literature (Rao, 2018)
stating that for authentic learning, teaching materials and pedagogy should be
equivalent to the broader socio-political environment and the specific school
environment. Canagarajah, in Porto, (2021) recognizes that there is extensive
research in English-dominant countries, but we need more studies developed by
scholars from Africa, South America, and East Asia which bring us a better
comprehension of the professional and academic contexts where diverse local
languages involve English teaching practices. In this sense, one of the most visible
problems is the use of mainstream textbooks replacing locally developed textbooks
and heavily emphasizing on Western ideas (Jalalian & Abdul, 2020; Kohnke,
2019). To increase the comprehension of this problem it is necessary to highlight
that Western ideas are accompanied by economic interest and neoliberalism. As
an example of how these ideas permeate textbooks, Jalalian & Abdul (2020)
analysed mainstream textbooks introduced in Malaysian classrooms and, they
showed within their findings that competitiveness, fame and celebrities, material
wealth and, consumerism were the main topics present in those texts. Likewise,
Erfani (2013) argues student’s awareness can be sparked through materials
developed by teachers over global issues such as poverty, child labour or armed
trades, which are not present on mainstream textbooks.

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 19
Additionally, Valdez (2020) states that language is a vehicle for critical
thinking and this pedagogical approach highlights the importance of learner
agency. In this sense is a duty of critical teachers to transform educational
conditions and social relations to emancipate themselves.
Limitations and challenges for critical pedagogies in ELT
It is important to close this section by recognizing the limitations and challenges
addressed by some authors about critical pedagogies in ELT. (Davari et al., 2012;
Echeverri-Sucerquia & Pérez, 2014; Fang, 2018; Jeyaraj & Harland, 2014, 2019;
Porto, 2021; Samacá Bohórquez, 2012; Satienchayakorn & Grant, 2022; Toh,
2018).
As it is a concern of critical pedagogies to allow students to reflect about the
reality, a bad way to do it, according to Canagarajah, is imposing our values to
students, or making students feel that our values are a neutral approach or a
superior approach (Porto, 2021). Also, it is necessary to avoid indoctrination
ensuring students to be critical scholars and free thinkers (Jeyaraj & Harland,
2016). In this way, it is important to remember that one prompt of critical
pedagogies is to establish horizontal relationships, recognizing the knowledge and
values of students. For example, Mambu (2016) and Puspita & Mambu (2020)
introduce the idea of interfaith dialogues and states critical spiritual pedagogy as a
place for promoting open-mindedness and respect for others. Moreover, reflection
processes need to be carried out in undergraduate programs (Samacá, 2012).
Although exploring the unknown (as critical pedagogy could be) could make

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 20
English teachers feel vulnerable and uncomfortable at different levels according to
their experience and education, it is a valuable experience. Hence, learning with
and from peers, improving reading habits, recognizing and understanding theory,
using past experiences to give context to theory could be strategies to implement
in order to make sense of critical pedagogies as a possibility for English language
teaching (Echeverri-Sucerquia & Pérez, 2014).
Another point is that critical pedagogies could never be something
prescribed by theorists as a method that could be carried out by following a series
of steps (Jeyaraj & Harland, 2014). Therefore, cultural and political implications
from one country to another are difficult to trace steps, Jeyaraj & Harland (2014)
add that “transformation seemed to be dependent on the amount of freedom the
teacher had in their respective institution and country, as well as the amount of risk
they were willing to take” (p. 352). In this sense, critical pedagogies need more
attention from those on position of leadership to promote changes in education
politics regarding ELT (Aguirre & Ramos, 2011; Fang, 2018; Jeyaraj & Harland,
2019; Satienchayakorn & Grant, 2022).
In contrast, Toh (2018) notes a challenge when researchers attempt to
publish. He argues that peer-review could be a site of oppression if left unchecked.
In his research he analyses how four submitted manuscripts are rejected in the
peer-review process due to the ideas of the reviewers and the engagement to the
topic researched. In this sense, Toh (2018) shows manuscripts questioning

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 21
existing beliefs and practices in ELT framed drawn from critical pedagogies, critical
thinking and critical literacies can become a target for disagreement and even
antipathy because of the mainstream ideologies hold by some experts in this field.
Finally, it is important to address the research of Davari et al. (2012), who in
an Iranian community applied a survey and found deeply rooted the ideas about
English language teaching. Findings suggest that English should be taught only
through the medium of English and Native speakers of English are the best
teachers of English. This demonstrates there is still a long way to go to achieve a
decolonization of these ideas related to viewing the English language as a static
and dehumanized issue. In this sense, it is important to remember the invitation of
Canagarajah to continue researching, particularly in the non-English dominant
countries. (Porto, 2021).
Conclusions
This paper has shown important elements associated with the concerns,
contributions, and challenges of critical pedagogies in ELT.
Starting with the category named teaching practices, there is an important
trend pointing out the need to focus in communication across cultures. This entails
a need to move beyond the cultural content of textbooks, making students aware
through intercultural practices (Porto, 2021; Raddawi & Troudi, 2018; Wang et al.,

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 22
2021). English as a lingua franca is an axis in the discussion and the need to
emphasise the curriculum on a wider view than the one promoted by the
Anglophone language institutions, which opens the opportunity to regard local
contexts and to have more meaningful communicative experiences in the
classrooms (Jeyaraj & Harland, 2014; Siqueira & Gimenez 2021). Similarly, it is
important to highlight, the discussion over teaching materials, which shows an
increasing interest between teachers in giving a preference to their own teaching
materials and methodologies beyond the mainstream ones. Situated practices,
then, become a pillar in the critical pedagogies in ELT. In these practices, teachers
promote the development of a critical consciousness among students, a
comprehension of their realities through the language classes, and mainly, they
lead transformative practices in their communities.
Regarding teacher role and teacher education, the introduction of critical
perspectives in university courses, programmes, and curricula is claimed by
multiple voices in the field. They state there is a need to shift focus from a teaching
based on linguistics and communicative skills, to one opened to the intercultural
encounter and the development of skills beyond language. Likewise, teachers’
education and professional development is challenged to promote structural
changes by giving teachers new perspectives on education and pedagogy. Such
perspectives are opened not only to the needs of students, but also to the
teachers’ vision of education, one that encourages social change and humanism
(Crookes, 2021; Echeverri-Sucerquia & Pérez, 2014; Kavenuke & Muthanna, 2021;

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 23
Khan, 2020; Khatib & Miri, 2016; Raddawi & Troudi, 2018; Siqueira, 2017). A main
conclusion is that research and research in-service is needed to promote
professional development, and as a tool to widen the field and nourish it with local
perspectives as well.
In relation to the concerns which yield the introduction of critical pedagogies
to ELT, awareness of intercultural contexts, power relations, and colonized
practices are key inputs. As mentioned before, there is a claim for the recognition
of local knowledge over mainstream proposals for the English language teaching.
And lastly, an important concern highlighted in this study is the role of English
classes in the promotion of social transformation and peaceful communities. As to
the category of limitations and challenges, it is important to emphasize that even
though critical pedagogies have been researched and discussed in the ELT field,
there is still a need to expand research. In conclusion, this paper also offers an
invitation to English teachers, pre-service teachers, teacher educators or all the
ones interested in English language teaching to feel encouraged to explore theory,
concepts, teachers’ experiences, and the use of critical perspectives. Contributions
from different actors can strengthen the field, so that theory, practice, and
reflections can have a positive impact in the teaching and learning of English.
There is still a wide range of aspects to be discussed. Society moves rapidly, AI
(Artificial intelligence), globalization, social situations, and conflicts affect schools
and universities in multiple ways. From a critical perspective, how are we going to
research, reflect and contribute from our field? And to our field?

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 24
Acknowledgements
We would like to express our deepest appreciation to Luis Sebastian
Villacañas, Jair Ayala, Ally Niles and Hans Walter Cabra for their valuable
contributions to this paper.

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT
Sindy Lissette Vanegas Garzón  Nohemy Marcela Bedoya Río. 25
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