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Learning English is a political act because it offers access to power, education, and economic opportunity. However, its global dominance can lead to language loss, identity shifts, and inequality. Debates continue over which variety of English should be taught—native forms (like British or American English), localized versions (like Indian English), or global forms like English as a Lingua Franca (ELF), used for international communication

ELF challenges traditional norms, focusing on mutual understanding rather than native-speaker correctness. Teachers must consider local needs and power dynamics when choosing which English to teach. Critical Discourse Analysis highlights how language reflects and shapes power, urging educators to be mindful of bias and inequality in teaching materials and language use.

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Teachers should be aware that language teaching is not neutral—it involves political issues. Critical pedagogy encourages educators to raise awareness of social injustice and promote equality. What a teacher does with critical pedagogy should depend on their own context and values, not external opinions. However, there are strategies available for those who want to adopt a more critical approach in their teaching.

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Some educators view literacies as multiple, not just the ability to read English. To participate fully in English-speaking societies, learners must understand the specific language used in fields like politics, education, or business. This empowers students by giving them access to powerful discourses. Teachers adopting this view may reflect on their methods and materials, analyzing how power is conveyed in language, and helping students develop critical awareness of word and grammar choices.

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Teachers should promote positive attitudes toward all languages to prevent the dominance of just one. Language learning should be additive, meaning the new language should enrich, not replace, the learner’s existing languages. Many English learners are plurilingual, meaning they can use multiple languages as needed without losing any. Teachers should respect this plurilingual identity. Additionally, according to Cook (2002), the goal of language teaching should be effective language use and multicompetence, not trying to imitate monolingual native speakers.

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The issue of whether a teacher is a native or non-native speaker is political, not about competence. While some programs prefer native speakers for their language intuition, non-native teachers offer valuable strengths. They serve as role models of successful language learning and understand their students’ challenges—especially if they share the same first language. What makes a good teacher is not being a native speaker, but their ability to teach effectively.

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refers to the unspoken messages and lessons in a language classroom, such as how classroom setup or teaching choices reflect deeper values and beliefs. For example, arranging desks in a circle or letting students choose what to learn sends different messages than following a strict syllabus. These actions can be interpreted in various ways by students, parents, or administrators—positively or negatively. Teachers need to reflect on both what they teach and how they teach it.

The text also raises a broader question: Is English a helpful global tool or a problem due to its dominance? Teachers are encouraged to explore their students' views on this, consider including diverse English forms and literacies beyond the textbook, and create space to discuss students’ real-life experiences and struggles with learning English.

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inspired by Paulo Freire in the late 1950s and popularized in language teaching in the 1980s, focuses on using real-life issues that matter to students as the basis for learning. Unlike traditional content-based instruction, it emphasizes personal and social concerns rather than academic subjects. The goal is to develop critical awareness and empower students to understand and act on the social and cultural forces affecting their lives.

Freire's original work involved teaching literacy to poor adults in Brazil by using meaningful vocabulary drawn from discussions about their daily struggles. This method turned language learning into a tool for both literacy and social change. The approach rejects the "banking method" of teaching, where the teacher simply deposits knowledge, and instead promotes dialogue, reflection, and action. A key strategy is "problem posing," where real-life issues are explored collaboratively to foster critical thinking and transformation.

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Cuadro comparativo moderno colores pastel 