Speakers
Description
In this presentation we draw from a collective case study to examine the experiences and beliefs of self-identifying critical language teachers in Japanese university EFL. We explore the influences on their professional trajectories and pathways to critical teaching, as well as some of the factors that constrained their development as critical teachers. We suggest ways in which professional development could help them to reach their potential.
Abstract section 4: Outcomes/results
Teachers’ beliefs were shaped by personal educational experiences, teacher training, their understanding of Japanese education, and the presumed receptivity of students to critical practices. Some participants expressed uncertainty regarding the ethical implications of introducing critical content and the risks of indoctrination. Others were concerned about their level of expertise on various topics, and the risks of pushing students beyond their comfort zones. However, teachers’ apprehensions went largely unrealized. Those less familiar with the CLP literature were unaware of the rationale and strategies for mitigating such concerns. We identified a role for professional development and targeted mentoring to fill this gap.
Abstract section 3: Content/method
Our research involved a collective case study of 23 university EFL teachers in Japan who identify as critical pedagogues. Adopting a narrative inquiry approach (Barkhuizen, Benson, & Chik, 2025) we conducted semi-structured interviews to understand teachers’ pathways into critical teaching. In this presentation we draw on these cases to show the diversity in experiences and circumstances of the teachers who had critical leanings.
Abstract section 1: Relevance
Interest in critical language teaching has been growing, both in Japan and internationally (Cogo et. al., 2023; Crookes & Abednia, 2022; Nagashima & Lawrence, 2023). Teachers are looking for ways to engage students in issues of concern in their local and global environments. The trajectories of such teachers are shaped by the experiential resources they bring to their classrooms, their beliefs about language and its uses, and the wider institutional and sociocultural environments in which they work (Weekly, 2026). Understanding the dynamics of critical teachers’ development has obvious implications for pre- and in-service teacher training and professional development.
Abstract section 5: References
Barkhuizen, G, Benson, P. & Chik, A. (2025). Narrative inquiry in language teaching and learning research. Routledge.
Cogo, A., Crookes, G. & Siqueira, S. (2023). English for a critical mind: language pedagogy for social justice. Delta Publishing.
Crookes, G. & Abednia, A. (2022). Starting points in critical pedagogy. Information Age Publishing.
Nagashima, Y. & Lawrence, L. (2023). Feminist pedagogy in the EFL classroom: evaluating a one-shot intervention approach. In TESOL Quarterly 59(3), 1131-1153.
Weekly, R. (2026). Critical Language Awareness and teacher cognition in ELT. Bloomsbury Academic.
Abstract section 2: Contribution/research questions
In this paper, we explore the following questions.
1) What are the influences that shape the developmental trajectories of critically inclined teachers?
2) What constrains critically inclined teachers from fully realizing their critical aspirations?
3) What kind of professional development could help teachers to reach their potential as critical educators?
| Title | Becoming a Critical Teacher |
|---|---|
| Teaching Context | College and university education |