With the development of critical approaches in education and their application to the field of English language teaching (ELT) and the hidden curriculum (HC), the local perspectives towards the ELT industry in the world are emerging worldwide. Considering the notion that ELT has been regarded as a political activity, it is crystal transparent that language policymakers should not contemplate ELT as a value-free or a mere educational concern. The book aims to propose the application of critical language pedagogy in ELT classrooms and to provide practical guidelines/principles for implementing such an approach. In so doing, this book looks at education in the third millennium and proposes an operational model in language teaching.