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As a newly developed principle of language teaching, critical language awareness (CLA) has great potential to promote social justice through language learning. However, the implementation of CLA pedagogy in Chinese educational settings has not been fully explored yet. Informed by the theory of planned behavior (TPB), this case study investigated the implementation of CLA pedagogy in a Chinese EFL writing class by exploring the teacher’s attitudes and perceived barriers, and how these factors influenced her intention to adopt the pedagogy. The analyses of multiple qualitative data sources (semi-structured interviews, classroom observations, teaching lesson plans, and course curriculum) revealed that the teacher’s intention of adopting CLA pedagogy was positively affected by her high appraisal of CLA. Several challenges were also found to limit the teacher’s choice of pedagogy, including the pressure from standardization examinations, the mismatch between the aims of CLA pedagogy and students’ actual needs and expectations, as well as insufficient teaching materials and resources. Based on these findings, several implications were suggested for the research of CLA pedagogy in Chinese EFL contexts.
作为一种新兴的语言教学原则, 批判性语言意识旨在通过语言学习促进社会公平° 然而, 在中国教育背景中, 批判性语言意识教学法的实施尚未充分研究° 本案例研究以计划行为理论为框架, 通过分析教师的态度、 教师感知的障碍以及这些因素如何影响教师采用批判性语言意识教学法的意愿°多源定性数据(半结构化访谈、课堂观察、教学教案和课程大纲)的分析表明, 教师采用批判性语言意识教学法的意愿受到她对批判性语言意识高度评价的积极影响°然而, 研究还发现教师在实施该教学法时面临一些挑战, 包括标准化考试压力、教学法的目标与学生实际需求和期望不匹配, 以及教材和资源不足° 根据这些发现, 文章提出了批判性语言意识教学法在中国英语作为外语情境中的研究建议°
