The globalization of English in general and the global prevalence of English language teaching (ELT), as the most systematic way of English spread, in particular have led to a situation which has been debated and discussed from political, cultural, social and ideological standpoints. Since the early years of 1990s, following the publication of Phillipson's Linguistic Imperialism (1992), the appearance of a critical intellectual shift in applied linguistics has not only significantly challenged the mainstream ELT, but also has mostly introduced critical pedagogy (CP) as an alternative approach to the mainstream ELT especially in the Periphery. Thus, as ELT programs become more prevalent throughout the world, the cultural, political, social and ideological implications of this activity are more often debated and such considerations seem more relevant in societies that are culturally, politically, socially and ideologically are different from the Center and certainly the Iranian society as an Expanding Circle country in which English is taught as a foreign language and culturally, politically and ideologically is different from the Inner Circle Countries, is not an exception to this rule. This paper, as an attempt to review the current status of English and ELT in Iran, tries to deal with and introduce the strengths and benefits of CP as an alternative approach in ELT and moreover discuss the rationale for applying this approach with specific reference to the socio-political, cultural, ideological as well as educational features of the Iranian society. The writers strongly believe that, strengthening critical thinking in learners, empowering the learners to make them agents of transformation in the local and global arenas, unmasking the underlying values and ideologies of the mainstream ELT, and especially reducing the cultural and social implications of English in such societies involves rethinking the nature and status of ELT as well as resorting to CP as an alternative and effective approach in ELT.