There are long and diverse strands of thinking about how schools and schooling, teaching, curriculum, and learning could be conceptualized and developed so as to foster what is often loosely called social justice. Many of these strands go back (in Europe) at least to the French Revolution. The original term that encompasses this area is ‘radical pedagogy’ (that is to say, a pedagogy suitable for radicals or radical purposes; cf. Crookes, 2009). Emerging out of this area in the post-World War Two era, one version of this thought and practice that has become somewhat influential in language teaching is ‘critical pedagogy’, and ‘critical language pedagogy’ (CLP) is a key term used to refer to applications of the concepts of critical pedagogy to second language (L2) contexts.

中文翻译：

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批判性语言教学法

关于如何对学校和学校教育、教学、课程和学习进行概念化和发展，以促进通常被松散地称为社会正义的东西，存在着长期而多样的思考。许多这些线索至少可以追溯到（在欧洲）法国大革命。包含该领域的原始术语是“激进教育学”（也就是说，适合激进或激进目的的教育学；cf. Crookes，2009）。在二战后这个领域中出现的这种思想和实践在语言教学中产生了一定影响的一个版本是“批判性教学法”，而“批判性语言教学法”（CLP）是一个关键术语，用于指批判教育学概念在第二语言 (L2) 环境中的应用。