ABSTRACT
This chapter suggests that aspects of critical pedagogy within TESOL can contribute to overall quality of instruction, understood broadly. Historical and conceptual background for critical pedagogy and details of its entry into and development within TESOL are presented. Selected features of critical language pedagogy that contribute positively to quality are discussed. Finally, language teachers’ working conditions are canvassed as themselves hindering quality, under the claim that a critical view of education and society is a valuable conceptual context that will lead both to attention to this matter and action to improve it.
