대한언어학회 전자저널

Kim, Hye-Kyung. (2017). Critical thinking and critical pedagogy in English language teaching. The Linguistic Association of Korea Journal, 25(4). 41-58. This overview paper aims to shed light on the concepts and research areas of critical thinking and critical pedagogy and on the interplay between these two concepts in English language teaching. As critical thinking is widely regarded as a primary goal of schooling, it is important to address its role in critical pedagogy, which emphasizes the importance of helping students develop a critical awareness of the world (Crookes & Lehner, 1998), as well as the importance of both approaches in English language learning. To this end, the differences and relationships between critical thinking and critical pedagogy are discussed, followed by an examination of the literature on critical thinking in ESL/EFL learning and critical ESL/EFL pedagogy. Finally, the future directions of critical thinking and critical pedagogy in English language teaching will be considered in order to look at how language teaching and learning could play an integral role in fostering critical thinking abilities and preparing students for active participation in the global arena.

# critical thinking # critical pedagogy # English language teaching # critical ESL/EFL pedagogy

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