Developing Critical Materials for a Mainstream EFL Textbook – a Disruptive Innovation?

Abstract

This paper will outline the findings of a small-scale research project and will start by introducing the literature related to the theory of critical pedagogy as a means of developing textbook content. Such critical content can enable students to question the status quo and their role in society, potentially increasing their awareness of social issues that directly affect their lives. This will be contrasted with the Frontrunner series, a mainstream, commercial and aspirational textbook for teenage learners between 14 and 17 years of age. Arguments will be presented indicating such mainstream and aspirational content prevents the discussion of social issues within EFL classrooms, whereas there should be more of a union of L2 language development and awareness of current social issues. Consequently, a „critical issues supplement‟ extending one of the mainstream Frontrunner units and discussing homelessness was developed in an attempt to provide such a union. The research questions were developed to determine the exiting knowledge of critical pedagogy as well as reaction to the critical issues supplement. This gave rise to the identification of various implications relating to critical pedagogy in contexts that may be seen as unfavourable to such a transformative methodology.