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In his recent Forum article on ideology in applied linguistics, Alan Waters (2009) takes up arms against what he perceives as a damaging critical tendency. Ideas about language teaching, he claims, are promoted (e.g. learner centredness) or proscribed (e.g. artificial texts) ‘on the basis of ideological belief rather than pedagogical value’. By making this distinction, Waters fails to recognize that the relationship between ideology and pedagogy is inextricable: ideologies are constructed, reproduced, and made manifest in social practices, such as language teaching. Furthermore, in certain language learning and teaching situations, an uncritical stance—one which views language teaching as a neutral and value-free activity—is incompatible with students’ language learning and broader life concerns. In this response article, I maintain that in such contexts, the field of applied linguistics has an obligation to mediate in a way that is both critical and pedagogically relevant.
