【Abstract】Instead of being a theory Critical Pedagogy is a way of teaching. It tries to establish a bridge between the classroom and the wider social context， and mainly deals with power， such as social justice and social change through education. Based on the idea that education should be equal to everyone， CP never stops exploring the right way of realizing education equality.

【Key words】Critical Pedagogy； education teaching

A nations education can reflect its social system at large. Therefore， education should make certain justification according to the transformation of specific society. To some extent it represent the voice of those marginalized groups and socially biased minorities， which emphasis no bias and human rights in the society， which is the core of a civilized society. Based on the idea that education should be equal to everyone， critical approach never stops exploring the right way of realizing education equality.

Language teachers should base their teaching on students cultural background and trying to help make learners first language as an asset that could facilitate second language communication. Since from a critical perspective， it is impossible to neglect the huge impact of studentsfirst language. Therefore， we should respect their native language and cultural background. These two aspects can be regarded as the most basic rights they are entitled to since critical pedagogy is about human dignity and respect； it helps to form learnerspersonal identity to a large extent.

Critical Pedagogy is much more than a theoretical framework. It is an empowerment tool that focuses on teaching English as a sociopolitical mission to connect students experiences to their wider community. Through this approach， students and teachers are encouraged to act upon inequalities in the society. The discussion topics or group work assigned touch on authentic problems prevalent in their communities and what and/or how students could contribute to solve them. Through these lessons， students develop critical thinking skills and become politically aware members of their community.

However， this approach poses challenges and concerns while attempting to implement its theory to practice feasibly in ELT， especially in Asian classrooms. They are guided by standardized curriculum， rigid rule structures， and top-down hierarchy. Learning materials are pre-defined by relevant authorities and teachers are compelled to cover them by a certain time period. Students are not always treated as equal. Learning opportunities to honor their voices are not often created. Teachers usually filled them with knowledge.

Though we say， “Students are our future leaders” and we want them to critique the social and political ideologies at work in their communities and bring positive changes， critical pedagogy may not suit every student and teacher. Not every student regards himself or herself as change agents. Some students do not share the same social or political views as the teachers. Others may hold conservative perspectives； they might voice reservations or even resistance to some social or political views.

Though it is not feasible to teach English using critical pedagogy approach only， teachers could incorporate it in some of their lessons. With critical pedagogy， students develop critical thinking and cooperating skills. Teachers， then， scaffold their students to connect literary exercises to social and cultural practices. Hence， guiding them to develop civic-minded citizens. These projects could be a part of the assessment so that these could not be add-ons to the curriculum and burden the teachers and students.

References：

[1]Akbari，R.（2008）.Transforming lives：introducing critical pedagogy into ELT classrooms.ELT journal，62（3），276-283.

[2]Giroux，H.A.（1997）.Pedagogy and the politics of hope：Theory，culture，and schooling：A critical reader （p.39）.Boulder，CO：Westview Press.

[3]Pennycook，A.（1990）.Critical pedagogy and second language education.System，18（3），303-314.

[4]Sleeter，C.E.，& McLaren，P.（Eds.）.（1995）.Multicultural education，critical pedagogy，and the politics of difference.SUNY Press.

作者簡介：李怡靜，女，1991年04月，四川成都人，南洋理工南洋國立教育學院2010級研究生，外國語言學及應用語言學專業(yè)，研究方向：語言學。