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This paper will discuss about the role of the geopolitical location of South Africa in the development of movie and the cinema industry in this country. Despite of bringing ci-nema to South Africa by white Europeans, but the development of this phenomenon is mostly due to the geopolitical position of this country. It is interesting to know that ci-nema reached Africa in much the same time as it spread across Europe and the United States. Moreover, the South African film industry is one of the oldest in the world, with the first feature film, The Kimberly Diamond Robbery; being shot in 1910. South Afri-can cinema is one of the best and well-developed cinemas in the African continent. Re-garding to the advantages of geopolitics factors in South Africa there are a large number of the US and European active film companies in this country. These factors are in-cluded: Variety of culture, language, religion, climate, wildlife, lower cost of living, and working compare with European and American countries. And also, as South Africa is a country of strikingly beautiful and varied landscape, with a wide variety of climatic zones that range from the Kalahari Desert in the northwest to the dramatic mountain range in the southeast, and from the Mediterranean coastal ridges in the south-central region to the rolling prairie Savanna grassland of the central plateau and the north.

Over the past decades, education took a critical-oriented shift. This perspective changed the role of teachers, students, and classrooms. A teacher's role changes from an instructor to a reflective practitioner, a student is considered an active agent of his/her learning, and a classroom is a place for identity endeavor. The assumption underlying such an approach conceptualizes education as a means for social control, not separated from social and cultural influences. This study sought to examine the impediments overshadowing the practicality of critical language pedagogy (CLP) and to explore English as a foreign language (EFL) teachers' attitudes toward the dynamicity of transformative L2 materials preparation (TLMP) model. To undertake the study, the model was used in an M.A. language teaching methodology course with 40 prospective teachers. They were asked to write reflective journals (RJs) on several topics, followed by two class-assessments and two self-assessments, all focusing on the course procedure as well as learners' progress in attaining the intended outcomes of the course. Notably, they were requested to report their personal beliefs towards the dynamicity and functional efficacy of the proposed model and the extent to which it contributed to promoting their critical thinking skills and intellectual development. Qualitative data analysis included an in-depth content analysis of written data derived from RJs. The results attested that the participants positively appraised the practicality of the model.