Although the South African National Curriculum Statement (NCS) on Languages Learning Area endorses the Critical Language Awareness (CLA) perspective as an integral component of language learning and teaching, this perspective is not adequately incorporated in the English Second Language (ESL) learning and teaching practice. In this paper, I draw from the above NCS and other studies on CLA to amplify the critical importance of this perspective within a language learning and teaching context. I then contextualise CLA within the ESL context, and present the ESL teachers and pupils’ data which indicate that CLA does not, in practice, serve as an integral component of the ESL class. Finally, I critically discuss one ESL model lesson that attempt to show how CLA could be integrated in an ESL class.
|Keywords:||Criticality, Critical Language Awareness, Critical Literacy, English Second Language Teaching Practice|
Lecturer, Faculty of Education, Language Education, University of Johannesburg, Johannesburg, South Africa
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