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Critical English Language Teaching Using a Multimedia and Inquiry-based Approach

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Abstract

This study documents the process of teaching English in the context of multimedia-assisted and inquiry-based critical English language teaching (CELT). First, after questioning the viability of current English teaching which focuses mainly on limited sets of linguistic knowledge and functions, this paper examines some historical, sociocultural, political, economical, and technological factors which have influenced current English teaching and learning. Second, this paper proposes critical English language teaching (CELT) in which learners are empowered to investigate inquiry issues of their own interest and to use multimedia to publish and share their results with peers and others outside the classroom. In doing so, a university-level English class in which the researcher worked with twenty students for a semester is exemplified to highlight the characteristics and practicality of utilizing both multimedia and inquiry in CELT. Insightful implications of using a multimedia-assisted and inquiry-based CELT as a way to expand the scope and depth of current English teaching and learning are also discussed.

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