Critical pedagogy brings a new sociopolitical view of linguistics and language teaching that is beginning to influence the teaching of English to speakers of other languages (TESOL) field. This paper aims to do two things: first, to convey an understanding of what these new views are, why and where they originated, whose voices are important, what the main functions are, what they criticize, and the likely changes they may generate in the TESOL field; and second to make proposals for implementing critical pedagogy in a TESOL teacher education course on critical pedagogy. Critical pedagogy has received several different names, including "transformative pedagogy,""pedagogies of resistance," and "emancipatory literacy." It holds that teaching is not a process whereby the teacher merely attempts to transfer knowledge from her mind to the minds of students, and sees pedagogy and learning as a social practice rather than a "decontextualized cognitive skill." The main tenets of critical pedagogy are that no education is politically neutral, and all education should be empowering and provide students with a model of critical behavior they can take with them to the outside world. The "loop input" model is suggested as an effective means of introducing critical pedagogy to TESOL graduate students. This method specifically teaches the tenets of critical pedagogy while allowing the students to experience critical pedagogy in the course. Such techniques include empowering students by giving them a participatory role in curriculum design and employing dialogic and problem-posing teaching methods. Scholarly references appear throughout the text, and 21 references are appended. (KFT)