Ermächtigt oder machtlos? Haltungen von Studierenden und Lehrkräften gegenüber einer Kritischen Fremdsprachendidaktik

<wb:p>The study presented in this contribution examines attitudes towards critical foreign language teaching among pre-service and in-service Spanish teachers in Germany within the EU-funded CRITERION project. Drawing on critical pedagogy, critical literacy, and critical discourse analysis, the project aims to integrate social justice and sustainable development perspectives into Spanish language education. Employing a constructivist grounded theory approach, data were collected through interviews, field notes, and questionnaires from university seminars and teacher workshops. The analysis reveals a spectrum of attitudes, ranging from enthusiasm for critical approaches to concerns about institutional constraints and implementation challenges. The study contributes to understanding the challenges of implementing critical language teaching, offering insights into teacher attitudes, institutional factors, and the potential for transformative (Spanish) language education.</wb:p>