Abstract
A critical pedagogy presupposes an approach to language education in which learners and teachers aim to achieve some critical distance from language use in a range of spoken and written texts. Conversely, approaches under the broad umbrella of critical language awareness need to be located within a critical pedagogy if they are to have credibility as educational practice. It will be assumed here that critical understanding can be understood at two broad levels: first, in the cognitive sense of ‘conscious awareness’; secondly, — and this will be the understanding of critical pursued in this review — a deeper sense of ‘critical’ as the ability and willingness to critique the ideological bases of language choice and variation. The literature reviewed, drawn from linguistics, educational and social philosophy and classroom based studies, will deal with the way in which knowledge about language can be developed within a critically oriented pedagogy.
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Wallace, C. (1997). The Role Of Language Awareness In Critical Pedagogy. In: Van Lier, L., Corson, D. (eds) Encyclopedia of Language and Education. Encyclopedia of Language and Education, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4533-6_23
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DOI: https://doi.org/10.1007/978-94-011-4533-6_23
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