Level of critical awareness among English teachers, regarding the role of the language in social mobility in El Salvador

Abstract

This study analyzes the level of critical awareness among English teachers regarding the role of English in social mobility in El Salvador. The research followed a descriptive mixed-methods design with an exploratory-interpretive scope and a cross-sectional survey approach. Data were collected between January and March 2025 from 62 English teachers working in Salvadoran higher education institutions. The instrument included 18 Likert-scale items organized into three dimensions: English as linguistic capital and a tool for social mobility, critical awareness of systemic barriers, and pedagogical practices oriented toward social justice. 2 open-ended questions were also included to deepen the understanding of teachers’ perceptions and experiences. Quantitative data were analyzed through frequencies, percentages, means, and standard deviations, while qualitative data were examined through thematic analysis following Braun and Clarke’s (2006) phases. Findings indicate a general tendency toward a high level of critical-transformative awareness, particularly in teachers’ recognition of English as a means of accessing educational and employment opportunities, as well as in their awareness of economic, social, and geographical barriers. However, open-ended responses reveal tensions between critical recognition of inequalities and the systematic implementation of transformative pedagogical practices. The study concludes that teachers demonstrate significant critical awareness, although institutional conditions are still needed to strengthen critical pedagogy, inclusion, and equitable access to English language learning.