TEACHING ENGLISH THROUGH THE PHILOSOPHY OF CRITICAL PEDAGOGY: A THEORETICAL-CONCEPTUAL ANALYSIS AND PROPOSED RESEARCH DESIGN FOR THE FREIREAN APPROACH IN THE KAZAKHSTANI EDUCATIONAL CONTEXT

Freirean critical pedagogy, as theorized in Paulo Freire's Pedagogy of the Oppressed, represents one of the most philosophically generative traditions in education — yet its implications for English language teaching in postcolonial and transitional contexts remain substantially underexplored in Kazakhstani scholarship and insufficiently implemented in Kazakhstani pedagogical practice. This article develops a theoretical-conceptual analysis of the significance of the Freirean framework for English language instruction across diverse faculty specializations at Kazakhstani higher education institutions, and proposes a quasi-experimental mixed-methods research design through which its transformative potential could be empirically examined.Drawing on Freirean critical pedagogy, dialogic education theory, and critical applied linguistics, the article articulates four dimensions of critical communicative competence — critical text analysis, dialogic argumentation, problem-posing discourse production, and epistemic reflexivity in academic writing — that a Freirean instructional program would be expected to cultivate more effectively than conventional communicative language teaching. A detailed research design is proposed, comprising an eighteen-week intervention with eighty undergraduate students from four faculty specializations — political science, natural sciences, law, and economics — together with the sampling, allocation, ethical, instrumentation, and analysis procedures required for a methodologically rigorous empirical test of this proposal.The article situates the proposed Kazakhstani design within a comparative review of critical-pedagogy-informed English programs in the United States, Brazil, the United Kingdom, and Finland, drawn from published literature, and identifies the institutional adaptations that would be necessary for the Freirean approach to be implemented systematically in the post-Soviet Kazakhstani context. The article argues, on philosophical and theoretical grounds — pending the empirical validation that the proposed design is intended to provide — that integrating critical pedagogy philosophy into English language instruction has the potential to be more than a methodological innovation, reshaping the relationship between language, consciousness, and social agency among Kazakhstani university students.