| dc.description.abstract | Critical Language awareness (CLA) is inseparably relevant to fields of life and knowledge, and cannot be viewed solely without reference to various aspects of education, language learning, pedagogical strategies, culture, social backgrounds, political dimensions of global hegemony, and issues of identity and being. This thesis is an attempt to explore and rethink teachers’ conception of critical language awareness feasibility and dimensions within the contextual social encounters with learners in the language classroom, and interrelated matters of practice and application. The study aims at considering criticality implications in language education in the light of these compelling factors, and rethinking associated issues of importance. The background context is one of the private universities in Kuwait. The interpretive paradigm was the best means that fits the exploratory nature and rich data aim. The participants were purposefully selected according to convenience and suitability for semi-structured interviews that were conducted after getting their consent. The data was thematically analyzed and recurrent patterns were coded. The emerging themes indicated a relation between the findings and literature as the instructors, though have not heard about CLA previously, indicated knowledge of critical pedagogies, practices and limitations to criticality due to socioeconomic globalized world that indicated language imperialism and power relations. The study suggests recommendations and further research in an attempt of exploring and establishing insightful vision of ideologies framed within the educational process that could have positive effects on education. | en_GB |
