Critical pedagogy for university English language classrooms in Vietnam
Abstract
Originally derived from critical thinking, critical pedagogy has rapidly emerged as a promising approach in language education worldwide. However, this method appears relatively novel and highly questionable in English language education in non-Western contexts like Vietnam. This paper, therefore, presents an overview of critical pedagogy as a language teaching approach and some arguments for the implementation of this approach to improve teaching and learning English as a foreign language in Vietnam, especially in tertiary classrooms.