ABSTRACT

Our central concern as teachers is in exploring practical ways in which critical educators can start to address the issue of ownership of learning, particularly through getting learners to review their

. own work. We see this as one way in which learners can begin to engage in activities which lead to an emancipatory practice. From starting points as simple as asking the learner to reflect upon what they have done, learners begin to develop an awareness of the world in which they live, building an experience-based body of meanings which they own and have control over. This practice is an initial step towards a critical view of the world, one element of which is a critical language awareness (CLA).