Empowering Students Through Critical Literacy in English Language Teaching

Abstract

Abstract

This study explores the implementation of critical literacy of thinking in English Language Teaching (ELT) as an effort to empower course participants in critical thinking, social awareness and active learning skills. Critical literacy goes beyond grammar and vocabulary, guiding participants to examine texts in depth, interpret implied meanings, and understand how language reflects power relation and social norms. This research adopts a qualitative approach, with active participants of an English language course institution in Pare. Data were collected through classroom observation, participant interviews, and document analysis. Instruments used include observation sheets, interview guidelines, and reflective journals. Data validity was ensured through source triangulation and member checking. The core strategy of implementing critical literacy of thinking involves encouraging participants to pose critical questions, interpret various types of texts, express alternative viewpoints and be cross-source checking. These activities enhance participants’ ability to identify bias, reflect on perception, and evaluate personal beliefs. The findings reveal that integrating critical literacy of thinking in ELT not only strengthens language skills but also connects English learning with real-world social issues. With adequate support and adaptive teaching methods, critical literacy of thinking can become an important part of inclusive and reflective learning in course institutions, despite challenges such as limited resources and insufficient tutor training.

Keywords: Critical literacy, English Language Teaching, Student empowerment, Critical thinking, classroom pedagogies