• Маріанна Леврінц


Abstract. The paper sets out to analyze the tenets of critical pedagogy which has been recently gaining ground as a conceptual and philosophical orientation of the foreign language teacher education in the USA. Specifically, the impact exerted by the new philosophical vision on the system of language teacher education in the USA, the underlying principles of critical language teacher education, its main features, and current developmental trends are highlighted. Transformational processes within the US approaches to language teacher education and foreign language teaching are largely predetermined by critical and socio-cultural paradigms. Current research trends, as well as language teacher education practices suggest that the American teacher education system is characterized not so much by the search for effective teaching approaches and techniques incorporating critical pedagogy developments, as enhancing prospective teachers’ and language learners’ awareness of the role of second/foreign language in the contemporary sociocultural contexts and the teachers respectively. Basing our assumptions on the tenets of critical philosophy, post-structuralism and critical, interpretivist, post-positivist epistemologies, we share a widely voiced concern that prescriptiveness or any other impositions are to be avoided in language teacher education in various manifestation forms e.g. with regard to approaches, methods, content, organization etc. Prioritized are needs of participants of educational process stemming from the situational features of socio-cultural contexts. Finally, proposals with regard to implementing effective practices prompted by critical pedagogy into the system of language teacher education in Ukraine are made: 1) consideration of the socio-cultural contexts in which teacher education programmes operate should come to the foreground; 2) student-teachers should be provided with the theoretical foundations related to critical pedagogy, as well as direct learning experience in the course of university study; 3) students are to be encouraged to elaborate on their individual teaching philosophy in which critical pedagogy is an option; 4) the main principles advocated by critical teacher education should be incorporated in the teaching-learning process e.g. critical thinking development, problem solving, autonomy, partnership, collaboration, reflection etc. Key words: critical pedagogy, teacher education, foreign language, sociocultural context.  
How to Cite
Леврінц, М. (2019). CRITICAL PEDAGOGY AS A CONCEPTUAL ORIENTATION OF FOREIGN LANGUAGE TEACHER EDUCATION IN THE USA. Education. Innovation. Prectice, (1 (5), 23-30. Retrieved from