Operationalizing Critical Literacy in EFL Classrooms in KSA: Possibilities and Challenges

Abstract

Using a qualitative research method, this article explores how EFL teachers can operationalize critical literacy (CL) when teaching prescribed textbooks that emphasize functional literacy in EFL classrooms in Kingdom of Saudi Arabia (KSA). To address this research issue, the action research demonstrated and reflected my experience of using CL in one of my college-level EFL classrooms. The study ends by shedding light on the possibilities and challenges which teachers may need to negotiate and navigate through when implementing CL in EFL classrooms. Data were collected from two primary sources: my teaching reflective journals and classroom observations. The results indicate that students’ engagement, autonomy, voice, agency, and critical conscious awareness can be maintained and promoted when CL is enacted in EFL classrooms. In addition, the findings show that the use of CL can empower students and teachers alike to take on new positions and play different roles in EFL classrooms. KSA can equip its learners with the necessary skills to critically engage with language and texts, empowering them to become informed, active participants in an increasingly globalized world.