Language as a Catalyst for Social Change: Empowering Learners through Critical Language Education
Kingsley Ohiozua OMIUNU
This study examined the intersection of language education, critical pedagogy, and social change, exploring how language learning can empower students to challenge societal norms and drive social transformation. Drawing on Freire’s concept of conscientização and Pennycook’s critical applied linguistics, the study investigate the potential and challenges of implementing critical pedagogy in diverse language learning contexts. Through a mixed-methods approach, incorporating classroom observations, in-depth interviews with educators and learners, and critical discourse analysis of curricular materials, this research addresses the complex interplay between linguistic competence development and critical consciousness-raising. The findings reveal a tension between neoliberal pressures in education systems and the transformative aims of critical language pedagogy. While critical approaches demonstrate potential for enhancing learners’ engagement with socio-political issues and fostering a sense of agency, institutional constraints and resistance to politicized education pose significant challenges. The study highlights the need for a nuanced understanding of power dynamics in language classrooms and the importance of contextually sensitive implementations of critical pedagogy. This research contributes to ongoing debates about the role of language education in social justice and offers insights into the practical application of critical theory in language teaching. By problematizing the notion of neutral language instruction and examining the lived experiences of educators and learners engaging with critical approaches, this study advances the understanding of how language education can serve as a catalyst for social change while navigating the complexities of diverse educational landscapes.
Keywords: Critical language education, social change, language