This book showcases how teacher educators from diverse backgrounds, contexts, and realities approach English language teacher education with a critical stance. Organized into nine parts that explore different facets of English Language Teaching, each section opens with theoretical considerations chapters and features 24 practical application chapters.
Written by renowned scholars including Graham Hall, Lili Cavalheiro, and Mario López Gopar, among others, the theoretical considerations chapters offer concise insights into current issues and controversies in the field, point out opportunities for criticality, and discuss implications for teacher education.
Written by critically-oriented teacher educators/researchers from various parts of the world including Brazil, Germany, Morocco, Sweden, Turkey, and the USA, among others, the practical application chapters exhibit various ways to incorporate critical approaches in reshaping current teacher education practices (ranging from critical and queer pedagogy to translanguaging to multilingualism) along with a critical reflection of the potentials and the challenges involved in their application.
Recenzijas
Brings together 30 of the leading scholars in the field of Critical English Language Education. The volume is intelligent and highly readable, balancing a depth of theoretical information, with a wealth of practical applications in each section. We live in a multilingual/multicultural world today with great diversity in race, ethnicity, gender, values, and culture. This book can help us all understand how teaching Englishor any other languageneeds to be informed by a critical, questioning approach that will bring true representation of the experiences and identities of all people to the fore. -- James F. DAngelo, Chukyo University, Japan This gem of a book is a vital resource for current and future language teachers and teacher educators. Grounded in critical theories and emerging from the authors commitment to social justice and their own classroom practices, the chapters in this volume demonstrate the best of critical praxis. Language teachers and teacher educators generously share activities, materials, and projects that have enabled many of their students to begin to adopt a critical stance and to start learning to read the word and the world, as Paolo Freire urged us to do. -- Elizabeth R. Miller, University of North Carolina at Charlotte, USA What a pleasure to read a volume dedicated to criticality and social justice in language teacher education! Through chapters covering a range of facets of (language) teaching and teacher education- such as curriculum, pedagogy, assessment, inteculturality, material development and more- across diverse geographic locales, the book illustrates potentials and possibilities when teachers and teacher educators, wherever they practice, have humanizing epistemologies and pedagogies as well as reflexivity at the core of their work. Through deep interrogation of what is and can be, it offers hope for transformation (toward equity) in language learning, global relations and educational outcomes. -- Margaret R. Hawkins, University of Wisconsin-Madison, USA
Papildus informācija
This edited volume documents how criticality and critical language teacher education are conceptualized, operationalized, and practiced in English language teacher education activities in diverse educational settings.
List of Figures
List of Tables
Series Editor Foreword
Foreword, Peter I. De Costa (Michigan State University, USA)
List of Abbreviations
Part I: Introduction
1. Introducing Criticality and Critical English Language Teacher
Education: Tensions, Opportunities, and Possibilities, Ali Fuad Selvi
(University of Alabama, USA) and Ceren Kocaman (University of Potsdam,
Germany)
Part II: Teaching Methods and Methodologies
2. Beyond Language Teaching Methods and Methodologies in Language
Teacher Education, Graham Hall (Northumbria University, UK)
3. Challenging Standard Language Ideology and Promoting Critical
Language Awareness in Teacher Education, John Chi and Kellie Rolstad
(University of Maryland, USA)
4. Social Justice Language Teacher Education in Türkiye: Insights from
an English as a Foreign Language (EFL) Writing Classroom, Adnan Yilmaz
(University of Stirling, UK), Deniz Ortaētepe Hart (University of Glasgow,
UK), and Rabia Irem Durmus (Ondokuz Mayis University, Turkey)
5. Cultivating a Language Teaching and Social Justice Praxis: Paying
Attention to the Tension to Set Intention, Netta Avineri (Middlebury
Institute of International Studies at Monterey, USA)
Part III: Instructional Materials Analysis and Development
6. Pedagogizing Critical Materials Analysis and Development, Yasemin
Tezgiden-Cakcak (Middle East Technical University, Turkey)
7. Analyzing Instructional Materials: A Global Englishes Language
Teaching (GELT) Activity in a Brazilian Context, Marcia Regina Pawlas
Carazzai (Universidade Estadual do Centro-Oeste, Brazil) and Ana Raquel
Fialho Ferreira Campos (Universidade Estadual do Centro-Oeste, Brazil)
8. The Affirming Diversity Project: Supporting Teachers Creating and
Exchanging Culturally and Linguistically Responsive Materials, Priscila Leal
(University of Hawai'i at Manoa, USA) and Perla Barbosa (Salem State
University, USA)
9. Critical Antiracist Teacher Education: Insights from the Seminar
Racism and the English Language Teaching (ELT) Classroom, Natalie Güllü
(Bergische Universität Wuppertal, Germany)
Part IV: Classroom Management, Observation, and Practicum
10. A Critical Perspective on Language Classroom Management, Classroom
Observation, and the Practicum, David Gerlach (Bergische Universität
Wuppertal, Germany)
11. Critically Reflecting on Diversity and Learners Needs: An Example from
Aotearoa New Zealand, Karen Ashton (Massey University, New Zealand)
12. A Guide for Observing Community, School, and Classroom: Balancing
Students Lives and Language Policies, Alex Alves Egido (Federal University
of Maranhćo (UFMA), Brazil)
13. Developing Criticality through Professional Development with In-Service
Language Teachers, Mareen Lüke (HVHS Hustedt, Germany)
14. Achieving Social Justice in the English Classroom: Ideas to Introduce
Queer Pedagogies to Pre-/In-service Teachers of English, ?zge Güney
(Hillsborough Community College, USA)
Part V: Second Language Assessment
15. Critical Language Teacher Education and Language Assessment,
Seyyed-Abdolhamid Mirhosseini (University of Hong Kong, Hong Kong)
16. Disrupting Assumptions in English Language Teaching (ELT) Assessment,
Laura Loder Buechel (Zurich University of Teacher Education, Switzerland)
Part VI: Curriculum Development
17. Reimagining Critical Language Teacher Education through Translanguaging
and Transknowledging, Sunny Man Chu Lau (Bishop's University, Canada) and
Angel M. Y. Lin (Simon Fraser University, Canada)
18. A Language-Based Approach to Content Instruction: Critical Reflections
on Implementation in a Teaching English to Speakers of Other Languages
(TESOL) Methods Course, Hillary Parkhouse , Luciana C. de Oliveira, and Jia
Gui (Virginia Commonwealth University, USA)
19. Inquiry-Driven Reflection-in-Action Approach to Promote Culturally
Responsive Literacy Practices through Teacher Education Projects, Wing Shuen
Lau (Seattle Pacific University, USA), Laura Humes Wahied (Renton School
District, USA), and Megan Kelley-Petersen (University of Washington, USA)
Part VII: Second Language Development
20. Unsettling Second Language Acquisition Theories through
Raciolinguistic, Crip, and Translanguaging Perspectives, Clara Vaz Bauler
(Adelphi University, USA) and Gabriella Licata (University of California
Riverside, USA)
21. Developing a Translanguaging Stance in Teacher Candidates via a Middle
School and University-Based Teacher Education Program E-tutoring Partnership,
Elizabeth Goulette (Madonna University)
22. Exploring Language, Identity, Power, and Privilege with Secondary-Level
EL Teachers: A Critical Language Awareness (CLA) Case Study, Shawna Shapiro
(Middlebury College, USA)
23. Un-teaching Native Speaker Fallacy: A Practical Application and
Discussion, Tan Arda Gedik (Friedrich-Alexander-Universität
Erlangen-Nürnberg, Germany)
Part VIII: Teaching Young Language Learners
24. Teaching English to Young Learners: Critical, Multilingual, and
Decolonial Pedagogies, Mario E. López-Gopar, Verónica Rivera Hernįndez, and
Yesenia Bautista Ortiz (Universidad Autónoma Benito Juįrez de Oaxaca,
Mexico)
25. Sustainability and Primary Teacher Education in a Swedish Context: From
Concept Mapping to Experience Designing, Mai Trang Vu (Umeå University,
Sweden)
26. Working against the Monolingual Norms of Teaching English as a Foreign
Language (TEFL) at the Primary School Level, Hanna Lämsä-Schmidt (University
of Potsdam, Germany)
Part IX: Teaching Culture
27. Teaching Culture for Critical Global Citizenship, Britta Freitag-Hild
(University of Potsdam, Germany)
28. Using Intercultural Virtual Exchange to Promote Critical Pedagogy
Practices of English Language Teachers, Laura Torres-Zśńiga (Universidad
Autónoma de Madrid, Spain) and Sibel Sögüt (Sinop University, Turkey)
29. Critical Intercultural Education in Moroccan Teacher Education:
Practical Insights for Teacher Candidates, Benachour Saidi (Mohammed First
University, Morocco) and Rania Boustar (Sidi Mohamed Ben Abdellah
University)
30. Immigrant Families and Communities as Agents of Interculturality in
Pre-Service Teacher Education, Roxanna Senyshyn (Pennsylvania State
University, USA)
Part X: Global Englishes
31. Global Englishes: Pluricentricity of Norms, Benchmarks, Functions, and
Contexts, Lili Cavalheiro (NOVA University Lisbon, Portugal)
32. Raising Pre-Service Teachers Global Englishes Awareness through a
Materials Development Project, Michelle Kunkel and Kenny Harsch (University
of Hawai'i at Manoa, USA)
33. A Translingual Project to Explore Multilingual Identity and Challenge
Dominant Language Ideologies, Kristina B. Lewis (Illinois State University,
USA)
34. Building Global Englishes into a Pre-Service Teacher Education
Curriculum,Naashia Mohamed (University of Auckland, New Zealand)
Afterword, Ryuko Kubota (University of British Columbia, Canada)
List of Contributors
Index
Ali Fuad Selvi is Assistant Professor of TESOL and Applied Linguistics at the University of Alabama, USA. He coedited Attending to the Complexity of Identity and Interaction in Language Education (2020) and Language Teacher Education for Global Englishes: A Practical Resource Book (2021).
Ceren Kocaman is a lecturer and PhD candidate at the University of Potsdam, Germany. She has worked with feminist and LGBTQ+ civil society organizations and as an instructor of Academic English prior to her current position.
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