Critical Pedagogy in Adult English Language Teaching: A Scoping Literature Review

This research explores the integration of critical pedagogy in adult English Language Teaching (ELT) settings through a scoping literature review. The purpose is to map existing studies, identify gaps, and provide an overview of critical pedagogy practices in adult ELT settings. The current paper attempts to answer two research questions. (1) What are the main themes discussed in the existing literature regarding the integration of critical pedagogy in adult ELT settings? (2) What areas need further attention for future research? After analyzing the articles, the themes can be categorized as (a) the core concepts of critical pedagogy, (b) the development of critical pedagogy in the field of adult ELT, (c) the rationale for applying critical pedagogy in adult ELT settings, (d) case studies, (e) the challenges of integration of critical pedagogy in adult ELT settings, and (f) recommendations for applying critical pedagogy. The current literature review finds that critical pedagogy offers a transformative approach to ELT, fostering critical thinking, learner empowerment, and inclusion of diverse cultural and ideological backgrounds. Despite its potential, the implementation of critical pedagogy faces challenges, including resistance to pedagogical change, cultural and institutional barriers, and the need for appropriate assessment methods. The study concludes that while critical pedagogy can significantly enhance adult ELT by addressing learners’ real-life issues and promoting social justice, its successful implementation requires careful adaptation to local contexts, continuous teacher training, and a gradual integration process. Also, further research is recommended to explore the long-term impacts of critical pedagogy and to develop strategies for overcoming the identified challenges.