Implementing critical pedagogy in EFL contexts: closing the gap between theory and practice


  • Samad Mirza Suzani Marvdasht Branch, Islamic Azad University, Marvdasht, Iran


As a result of post-modernism in the present world, a dramatic recent shift has been the emergence of offshoots such as initiation of critical pedagogy in academic settings. Besides, there is a shift toward a critical era that defines a new relationship between teachers and theorizers, which is pushing teachers towards the world of skills, knowledge, and autonomy. Considering the increasing importance of the critical pedagogy, this paper firstly provides basic concepts and objectives of critical pedagogy and how it has emerged, then it draws on the basic tenets of this theory and offers how it can be adopted to the field of language education in EFL contexts. Finally, it gives some practical applications for implementing this theory in EFL classrooms, supporting Crooks’ (2010) argument that more practical examples of critical pedagogical EFL literature need to be reported

Author Biography

Samad Mirza Suzani, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

The author is assistant professor of TEFL at Department of English, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran. He has supervised over ninety theses, presented in several int'l conferences and published a prolific number of articles and books on ELT and translation issues.