Teaching English through Critical Pedagogy (CP): Challenges and Coping Strategies in Pakistani EFL Classrooms

Critical pedagogy is a problem-solving approach which enables learners to think critically on social issues and challenge their existing knowledge by mean of questioning. However, the EFL teachers in Pakistan are reluctant to implement critical pedagogy in their classroom. The present study aims to investigate the EFL teachers’ perspectives in implementation of Critical pedagogy in their classrooms. The data collection for the present study was done through mixed-method approach. Semi-structured interviews were collected for the qualitative data and were analyzed through thematic analysis. However, the quantitative data was collected through the close-ended questionnaire and was analyzed through descriptive method (averages and mean). The participants of the present study were the EFL teachers at two public universities in Sindh Pakistan. The findings of the present study include the issues faced by EFL teachers and the strategies to cope up with those issues in implementation of critical pedagogy in their classroom. A comparative analysis of EFL teacher from both universities was also done based on their responses.