ABSTRACT
This chapter brings an overview of research and pedagogical practices of Critical Literacy (CL) in the context of English Language Teaching (ELT). First, we present discussions on the issues intrinsically connected to teaching and learning languages. CL, as discussed further, complements educational practices that prepare for citizenship and takes language use and language learning as means to act in society. In doing so, we address speculations and critiques on the mismatch between language skills and CL practices, the perception of learner’s linguistic and cultural background sufficiency in engaging in these practices, and the possibilities of transdisciplinarity in ELT and CL intersections. Subsequently, we present some responses to critiques and research in the area. Towards the end of the chapter, we discuss implications for pedagogy and research, as well as implications for our own responsibility as academics. Last but not least, we raise considerations for future research and praxis. We highlight the perspectives, practices and inquiries that are recurrent around the world, but we will also bring a taste of the two contexts, namely South Korea and Brazil, where we live and work and where we have built our expertise.
