Critical Language Pedagogy and Language Education in Ethiopia: Examining the Tensions between Core Principles and Classroom Realities

Abstract

This review aims to critically examine the theoretical foundations and practical implications of Critical Language Pedagogy (CLP), focusing on its relevance to Ethiopia's language education system. Grounded n critical pedagogy and socio-cultural theory, CLP conceptualizes language learning as a tool for social justice, critical thinking, and learner agency. Drawing on comparative literature and Ethiopian language policy documents, the review identifies a substantial gap between CLP tenets and the teacher-centered, assessment-driven practices of Ethiopian classrooms. Although national language policy promotes mother tongue instruction and communicative competence, challenges such as inadequate curriculum design, limited teacher preparation, and minimal classroom interaction continue to constrain the realization of CLP’s core tenets. The review highlights the importance of linking pedagogy with students’ socio-cultural background and advocates for more inclusive, reflective, and interactive language teaching approaches. To address these gaps, the review provides practical recommendations for policymakers. These include integrating CLP principles into teacher training programs, revising curriculum to reflect critical and communicative goals, and fostering classroom environments that value multilingual identities, student voice and critical consciousness. The findings highlight the need for systemic reforms that align instructional practices with the transformative potential of CLP, focusing on culturally relevant and participatory language instruction.