Popular encounters in the classroom: Analysing challenges facing critical language learning as sustained content for L2 learners

This paper focusses on the use of popular culture as sustained content with second language (L2) learners in a Hong Kong university context. The main premise of this study is that when undergraduate level learners are engaged with content that interests them they are able to develop their critical language skills in a grounded way. Using a case study, the delivery and learning activities of a General Education course is examined using vertical and horizontal learning approaches. Learners’ responses illustrate that they can develop critical language competencies within contexts that stimulate them and that are relevant to their lived experiences.