Positionality of Critical Thinking in English Language Classroom: A Postmethod Analysis

Abstract

This paper aims at identifying the state of possibility in English language classroom because English language classroom only emphasizes the four skills of language, but critical skills of students has not been prioritized. This study purposively selected six participants from three schools in Rupandehi district and collected the required data from the semi-structured interview. Thematic qualitative data analysis was used to explore the existing situation of possibility from the perspective of postmethod and critical pedagogy. Many research revealed about the state of other four language skills; however no research has still depicted the scenario of critical thinking prevailing in English language classroom. It revealed that the possibility has not been conceptualized because of insufficient content and conventional practices of teaching. Similarly, participants engaged in the study reflected that critical and sociocultural awareness are indispensable in the language classroom because language is a medium of negotiation of their views on several aspects of society. These perspectives from both the teachers and students pave the way for the integration of sociocultural issues in their pedagogical practices and the revitalization of teaching-learning modules in the classroom. Finally, it concluded that the development of sociocultural awareness alongside the enhancement of critical thinking among learners is indispensable in English language classroom.