Do we need critical educational linguistics?

Abstract Over the past 30 years, term “criticality” has become increasingly common in studies of educational and applied linguistics. Derived originally from work Frankfurt School widened by linguistic turn writing Habermas, first sub-field was Critical Discourse Analysis, proposed British scholars. In 1990, Alastair Pennycook called for critical linguistics, 2021 traced its expansion over thirty years. Given steady deterioration modern world effects on language teaching use, there is good reason to encourage approaches linguistics seek solutions current crises. But continued critique without praxis not desirable.