The critical teaching role in the additional language classroom: teaching movements towards emancipatory ed

Movimentos docentes em direção à educação emancipatória

Abstract

The study aimed at analyzing experiences of practices for critical additional language teaching, specifically exploring the role of the critical teacher in promoting critical language consciousness development. A critical task cycle was developed and implemented in a Brazilian English language classroom and task implementation was recorded, transcribed and analyzed, along with teacher-researcher's diary notes. Findings point to four crucial movements in which the teacher-researcher made room for fostering critical language consciousness development during task implementation. Hence, the study highlights the pivotal role of critical teachers in promoting critical education.