Developing a reading course model for pre-service English language teachers within the framework of critical pedagogy

Today’s global world brought significant changes to our learning and teaching habits, skills, competencies we need gain deal with make decisions on challenging issues. One of these essential skills improve is critical thinking skills. Enhancing developing an in-depth consciousness issues can be achieved through the improvement two literacy reading writing. This paper presents a course model developed pre-service English language teachers’ within framework pedagogy. Many courses in higher education level are designed traditional approaches that aim basic comprehension second (L2) readers. Unlike courses, reported this aims develop as well by creating context they experience social act having deeper engagement such justice, gender equality, refugee problems, human rights, environmental challenges. The first provides detailed description theoretical behind design then focus objectives, procedure, text selection assessment students’ works. pedagogical considerations implications provided conclusion for instructors who interested implementing enriched