 Shulman (1987) refers to these as Content Knowledge (CK) and Pedagogical Content

Knowledge (PCK). CK for English language teachers might include the syntax, semantics,
morphology, phonology and so on of the language. PCK is a teacher’s unique understandings
of how to organise, present and adapt particular content areas for the diverse interests and
abilities of the learners. PCK is important as it enables teachers to “transform their
knowledge of the subject matter into a form which makes it amenable for teaching and
learning.” (Borg 2006: 19).
 CPP in the language classroom includes practices such as using themes from both the wider
society and the current context in class, introducing multiple perspectives on reality, and not
shying away from the messy aspects of day-to-day life (Akbari 2008). CPP is a pedagogy of
possibility; a pedagogy that develops in response to the needs, aspirations and experiences
of the people involved in the educational experience (Freire 1970/1996; Kumaravadivelu
2001).
 However, a sociocultural perspective also needs to account for the relationship between CK,
PCK and the sociocultural, historical and political context in which teaching occurs. For the
purposes of this paper, we refer to this aspect of teacher development as Critical Pedagogic
Practice (CPP). The concept of critical pedagogy is not new (Canagarajah 2005) and aims to
bring about social transformation through education.