ABSTRACT
Over the last two decades, language teaching profession experienced an unequivocally critical shift. In Kumaravadivelu’s (2006) terms, it can probably be considered as one of the last academic principles in the field of humanities and social sciences to go critic. In his words, this critical turn is simply concerned with connecting word to the world and the recognition of language as an ideology, not just as a system. It is also concerned with extending the educational space to the social, cultural, and political dynamics of language use and the realization that language learning and teaching are more than learning and teaching language. It is also about creating the cultural forms and knowledge that give meaning to teachers’ and learners’ lived experiences.
