L2 writing pedagogies have traditionally raised students’ language awareness. By drawing attention to the form, structure, and properties of the target language, traditional paradigms foster L2 writers’ language and literacy development, but do not necessarily enhance their capacities for critical reflection on matters of social and linguistic responsibility. This paper explores the social justice potentialities that critical language awareness (CLA; Fairclough, 1992) and critical reflection (CR; Mezirow, 1990) hold together as pedagogies for the L2 writing classroom. It features the collaborative self-study research of a university developmental English writing instructor who presents three case studies of ESL writers, and reveals how the pedagogical phenomena appear to manifest in each students’ writing. The instructor’s own interpretations are questioned by a “critical friend”, who provides a trusted critique, and supports the instructor in identifying changes to her practice (Pinnegar & Hamilton, 2009). The article concludes with the instructor’s own critical reflection. Ultimately, the article offers further ways that CLA and CR can be fostered together in writing instruction. It proposes that L2 writers may become more socially and linguistically responsible individuals as they write and reflect on their own experiences with language differences.

L2写作教学法传统上提高了学生的语言意识。通过吸引关注目标语言的形式，结构和特性，传统范例促进了第二语言作者的语言和读写能力的发展，但并不一定增强他们对社会和语言责任问题进行批判性思考的能力。本文探讨了批判性语言意识（CLA； Fairclough，1992）和批判性反思（CR； Mezirow，1990）作为第二语言写作课堂的教学法所具有的社会正义潜力。它以一位大学发展英语写作导师的协作式自学研究为特色，该导师介绍了三个ESL作家的案例研究，并揭示了教学现象在每个学生的写作中是如何表现出来的。教员自己的解释受到“关键朋友”的质疑，“教友”提出了值得信赖的批评，并支持教员确定其行为的变化（Pinnegar＆Hamilton，2009）。本文以教师自身的批判性反思作为结尾。最终，本文提供了进一步的方法，可以通过编写指导书来共同培养CLA和CR。它建议第二语言作者在写作和反思自己对语言差异的经历时，可以变得更具社会和语言责任感。本文提供了进一步的方法，可以通过书面指导来共同培养CLA和CR。它建议第二语言作者在写作和反思自己对语言差异的经历时，可以变得更具社会和语言责任感。本文提供了进一步的方法，可以通过书面指导来共同培养CLA和CR。它建议第二语言作者在写作和反思自己对语言差异的经历时，可以变得更具社会和语言责任感。