Investigating critical language awareness and critical cultural awareness in EFL materials use

Critical language awareness (CLA) and critical cultural awareness (CCA) pedagogies have great potential to raise awareness of the socio-political realities underlying language teaching. However, the implementation of CLA and CCA pedagogies in materials use remains underexplored. Informed by the theory of planned behavior (TPB) and guided by an ecosystemic model, this study examined the CLA and CCA of 10 non-native English teachers in the context of English as a Foreign Language (EFL) materials instruction in Chinese senior high schools. Through multiple qualitative data sources (semi-structured interviews, EFL materials, teaching plans, the English curriculum, and classroom observations), the study found that while EFL materials improved teachers' CLA and CCA, their impact on teachers' implementation was insubstantial. Teachers' intention to incorporate CLA and CCA pedagogies into materials use resulted in a sense of autonomy and adaptability. This study also identified several barriers to the implementation of CLA and CCA pedagogies in materials use, including exam pressure, mismatches between pedagogies and student expectations, text authenticity, and insufficient pre-service teacher training. These findings have implications for material developers and teaching practices in the Chinese EFL context, with recommendations for incorporating CLA and CCA pedagogies into materials development.