Amjadi, Ali, Amirian, Mohammad, Davoudi, Mohammad, Zareian, Gholamreza (2025). Investigating the Contribution of Social Justice Orientation, Critical Thinking, Empathy, Reflective Practice, and Multilingualism to the Implementation of Critical Language Pedagogy: A Model Proposal. , (), -. doi: 10.48311/lrr.2025.24009
Ali Amjadi; Mohammad Amirian; Mohammad Davoudi; Gholamreza Zareian. "Investigating the Contribution of Social Justice Orientation, Critical Thinking, Empathy, Reflective Practice, and Multilingualism to the Implementation of Critical Language Pedagogy: A Model Proposal". , , , 2025, -. doi: 10.48311/lrr.2025.24009
Amjadi, Ali, Amirian, Mohammad, Davoudi, Mohammad, Zareian, Gholamreza (2025). 'Investigating the Contribution of Social Justice Orientation, Critical Thinking, Empathy, Reflective Practice, and Multilingualism to the Implementation of Critical Language Pedagogy: A Model Proposal', , (), pp. -. doi: 10.48311/lrr.2025.24009
Amjadi, Ali, Amirian, Mohammad, Davoudi, Mohammad, Zareian, Gholamreza Investigating the Contribution of Social Justice Orientation, Critical Thinking, Empathy, Reflective Practice, and Multilingualism to the Implementation of Critical Language Pedagogy: A Model Proposal. , 2025; (): -. doi: 10.48311/lrr.2025.24009

Investigating the Contribution of Social Justice Orientation, Critical Thinking, Empathy, Reflective Practice, and Multilingualism to the Implementation of Critical Language Pedagogy: A Model Proposal

جستارهای زبانی
Articles in Press, Accepted Manuscript, Available Online from 16 September 2025
DOI: 10.48311/lrr.2025.24009
Authors
Ali Amjadi1; Mohammad Amirian* 2; Mohammad Davoudi2; Gholamreza Zareian2
1Ph.D. Candidate, Department of English Language and Literature, Hakim Sabzevari University
2Department of English Language and Literature, Hakim Sabzevari University
Abstract
This study proposes a model of the traits that predict English language teachers’ implementation of critical language pedagogy (CLP) and examines the nature of their interactions. The study analyzes the direct and indirect effects of social justice orientation, critical thinking, empathy, reflective practice, and multilingualism in shaping CLP practices. Data were collected from 243 English language teachers in Iran, the United States, Spain, and Hong Kong through convenience and snowball sampling. Using path analysis in AMOS, the findings indicate that social justice orientation, critical thinking, and multilingualism directly predict CLP, while empathy and reflective practice exert an indirect influence. Social justice orientation emerged as the strongest predictor, reinforcing its significance in critical teaching. The proposed model demonstrated strong fit indices, confirming its overall validity. The study offers important implications for teacher education programs, highlighting the importance of fostering these traits to cultivate critical language teachers and promote transformative pedagogical practices.
Keywords
Social Justice; critical language pedagogy; Language teachers
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