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1、CRITICALCONSCIOUSNESSANDCRITICALLANGUAGETEACHINGTAKAYUKIOKAZAKIUniversityofHawai‘iINTRODUCTIONWhatisalanguageteacher’sjob?IsourjobtoprovideinstructionusingmainstreamSLAmethodsproclaimedtobestpromotelanguageacquisition?Isourjobtoprovidewhatstudentsexpectinalanguagecla
2、ssroominorderforinstructorstoclaimthatherorhisteachingishumanisticandstudent-centered?Isourjobtoempowerstudentssothattheyfeelencouragedtoachievetheirgoalsinandoutsidetheclassroom?Isourjobtooffercontent-basedlanguageinstructionthathelpsstudentspayattentiontosocialissu
3、esandsocialinequalities?Howshouldateacherperceivelanguageteaching?AlthoughIconsideritextremelyimportanttopromoteeffectivelanguageteachingtoimprovestudents’languageproficiency,inthispaper,Iwillfocusontheeducational,ethical,andsociopoliticalrolesofalanguageteacher.Oneo
4、fthemostinfluentialresourcesprovidedtolanguageteachersisacademicresearchinthefieldofsecondlanguageacquisition(SLA).InherreviewofSLAresearchandteaching,Lightbown(2000)celebratedtheexpandingtheoriesproposedbythefield,saying“thereisnowarichliteratureofSLAresearchwhichca
5、nhelpshapeteachers’expectationsforthemselvesandtheirstudents,andprovidevaluablecluestoeffectivepedagogicalpractice”(p.452).Nonetheless,shearguesthattherestillis“goodreasontoaskwhether,andifsohow,SLAresearchshouldinfluencepedagogy”(p.455).Recentpublications(e.g.,Davis
6、,1995;Hall,1995;Norton,1995&2000;Lantolf,2000;Ohta,2000;Breen,2001;Block,2002;Canagarajah,1999&2002b;Kramsch,2002)criticizemainstreamSLAresearchfornotbeingabletocapturethecomplexityoflanguage,thelanguagelearner,andtheprocessesoflanguagelearning.Learner’smultipleident
7、ities(Peirce,1995;Norton2000),learner’scontributions(Breen,2001),socioculturalperspectivesoflanguagelearning(Lantolf,2000;Ohta,2000),sociohistoricalperspectives(Hall,1995),andlanguagesocialization(Kramsch,2002)areSecondLanguageStudies,23(2),Spring2005,pp.174-202.OKAZ
8、AKI–CRITICALCONSCIOUSNESSANDCRITICALLANGUAGETEACHING175justsomeofthesuggestedareasforSLAtoconsiderinconductingresearchanddeveloping
