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The national curriculum in China is the most crucial guideline for teaching in primary and secondary schools. This research looked at how English language teaching (ELT) preservice teachers in China learned to implement critical pedagogy (CP) through the process of co-constructing a compulsory ELT curriculum with ESL students (ELLs). Having a clear understanding of English grammar is essential to learn it successfully. Second language (L2) classrooms increasingly involve teachers and researchers in curriculum development and implementation. Different educational aims and objectives are reflected in how these educators communicate concerns about the second language acquisition process, mainly grammatical competence. The data for this qualitative study were obtained from (1) audio recordings of discussions between teacher educators and (2) audio recordings of discussions with students in primary school. Researchers and teachers have devised a syllabus to facilitate learning, teaching, and research in primary grammar classrooms that addresses their concerns. The syllabus can be adapted over time to meet the classroom's needs. Describe how to design a course that meets pedagogical goals based on experiences as a syllabus participant in this paper. Based on the procedure of ten-week classes, the author examines its approximate necessity and practicality from the perspective of the teaching objectives. The research's significant focus is exploring the integration and implementation of syllabus tasks and the associated challenges and issues. Furthermore, the syllabus's effectiveness in engaging students is also responsible for its reliability. The paper focuses on the new pedagogical approaches and analyses the potential future of ELT in China.