Critical pedagogy (CP) is an educational movement initiated by the Brazilian theorist Paulo Freire in the seventies. It aims at contextualizing education in the social, political and cultural milieu of the learners. They are encouraged to critique, question and participate in the construction of the self, the other and the world. This active intervention in reality is expected to lead to possibilities of social change and transformation.  CP's principles have been introduced in the field of education for about two decades now, but there is still a strong interest in finding possible practical ways of its implementation in classrooms. This is especially because CP has often been criticized for its detachment from real classroom practices. CP tended to focus more on general theoretical issues and social transformation. It did not pay attention to the micro classroom level whereby no clarifications were offered on its actual implementation in classrooms. Although there has been a lot of theorizing going on in the field, this wide theoretical work resulted in competing ideas rather than a unified body of thought. That is why this review sets out to try to solve this gap between theory and practice by attempting to answer a research question that addresses the possibility of bridging this problematic gap by means of enacting the Freirean problem posing paradigm (PPP). The PPP is CP's core pedagogical concept for which Freire identified three phases. This paper proposes using Freire's phases of the PPP to put CP into practice in language classrooms. This way, PPP could be CP's main theoretical concept as well as its implementation strategy.