Rethinking “Action” in Critical Language Pedagogy: A Snapshot of Multimodal Resistance and Pedagogical Possibilities in China

This study explored the application of Critical Pedagogy (CP) frameworks at a Chinese university, focusing on a persuasive speech task in an English as a Foreign Language (EFL) speaking class. Situated within the theoretical foundations of Critical Language Pedagogy (CLP), the study investigated how first-year EFL students in China engaged with CLP-inspired materials and curriculum. The analysis of student-generated presentation slides revealed that the students adeptly undertook the CLP-inspired task, identifying issues, formulating solutions, and enacting local changes, albeit within the constraints of their challenging environment. The students’ strategic utilization of multimodal resources, such as personal anecdotes, metaphoric expressions, and visual aids, played a significant role in enhancing the persuasiveness and criticality of their arguments. The findings underscore the importance of considering contextual and situational factors when implementing CLP principles, as the efficacy of this approach cannot be assumed to be universally applicable, especially across diverse groups of Chinese students. Factors like the students’ educational background, institutional dynamics, and socio-political climate shape their willingness and capacity to engage in transformative praxis. Future research should explore the impact of teacher-student dialogue on the production of CLP-inspired tasks within relatively oppressive and hierarchical structures.