Teaching Critical Language Awareness

Essence, Foundations and Principles, Ends

Abstract

This article seeksto shed light on the teaching of critical language awareness in terms of its definition, the foundations and principles on which it rests, and the goals intended from its application in the classroom. It aims to establish a culture of language teaching from a new perspective thatshiftsfrom teaching linguistic awareness—with its emphasis on enabling studentsto use language correctly and free of errors—towardsteaching critical awareness of language, particularly in the Arab educational context. This is done by uncovering the relationship between language and power, and by examining its role in perpetuating negative phenomena in society. The article further explores the extent to which this approach can bring about a positive transformation in language teaching and learning, by offering solutions to problems of reading, comprehension, and analysis, and by fostering critical thinking rather than mere acceptance of facts. Its purpose is to sharpen the intellect instead of reinforcing neglect, passivity, or behaviors that ultimately lead learners to drop out of school or fall victim to linguistic practices that control them without their awareness.