全球化的時代，英語已成為國際語言並被廣泛使用。然而，受到英語至上的影響，不少台灣學生往往盲目學習英語，並追求達到母語般的英語水平，因此忽略自身的需求與目的。許多研究指出將批判語言意識(CLA)融入英語學習有助於幫助學生探索語言、權力和意識形態之間的關係。近年來，儘管已有許多學者進行整合英語語言課程和CLA的研究與應用，但類似的研究在台灣仍然很少見。因此，藉由質性分析課堂觀察、學生學習日記與作品，本研究旨在探討將英語課程引入CLA時所造成的可能性。研究結果顯示以CLA為基礎的英語課程能提昇學生的學習自主性並能進一步引導學生省思英語學習所伴隨之意識形態。

Viewing the English language as a neutral communication tool has been criticized, for it neglects the sociopolitical implications of language learning and teaching. Growing up in a culture that strongly urges people to learn and use English, many Taiwanese students tend to blindly worship English, pursue native-like proficiency in English, and thus lose their own subjectivity in the process of learning English. As a pedagogical tool, critical language awareness (CLA) demonstrates the ideologies and power relations in everyday language by helping language learners become sensitive to and question the role that language plays in everyday usage. This paper focuses on the possibilities of CLA in an EFL college content-based course, and qualitatively describes the experiences of 12 students who participated in CLA-based activities through analysis of class observation notes and student journal writings and artifacts. The results indicate that the CLA approach opened up new possibilities for the participants through critical reflection on English-language ideology and cultural heritage. The results also reveal that the participants gained subjectivity in learning English. This study concludes that a CLA-based lesson helps students to develop a different understanding of their identities in the world and to respond critically to the world.