Designing Syllabus and Instructional Materials in English Language Teaching Contexts With a Critical Pedagogy Approach

With regard to the widespread of English as a universal language, English language teaching has been at the centre of attention worldwide. The mainstreams of English language teaching mostly adopt a neutral stance and avoid controversial issues. Critical pedagogy which places socio-political, economic and ideological considerations high on the classroom agenda can be an effective approach to language education as it considers the possibility of change for teachers and students by creating a dialogic, democratic context for critical awareness and action. This approach suggests that simply acquiring language skills or communicative competence without considering universal socio-economic inequalities or political injustices may just result in maintaining the status quo or silencing the marginalized. This perspective on language curriculum theory and instructional practice supports and improves teaching and the study of languages in ways that would promote critical thinking and socio-political awareness. In fact, problem-posing educators consider power relations, inequality, democracy and students’ culture in making syllabus to make a change for the betterment of lives for all. This article is an attempt to discuss the development of syllabus and materials in English language teaching contexts within the paradigm of critical pedagogy to help English language teachers develop appropriate syllabus and instructional materials adopting this approach and move toward a dialogic problem posing education.

Designing Syllabus and Instructional Materials in English Language Teaching Contexts With a Critical Pedagogy Approach Keywords:

critical pedagogy , problem posing education , syllabus , instructional materials , English language teaching