International Perspectives on Critical English Language Teacher Education

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.

• List of FiguresList of Tables Series Editor ForewordForeword, Peter I. De Costa (Michigan State University, USA)List of AbbreviationsPart 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 Ortaçtepe 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 Practicum10. 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 Maranhão (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 Assessment15. 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 Development17. 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 Development20. 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 Learners24. Teaching English to Young Learners: Critical, Multilingual, and Decolonial Pedagogies, Mario E. López-Gopar, Verónica Rivera Hernández, and Yesenia Bautista Ortiz (Universidad Autónoma Benito Juárez 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 Culture27. 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-Zúñiga (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 Englishes31. 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 ContributorsIndex

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 English—or any other language—needs to be informed by a critical, questioning approach that will bring true representation of the experiences and identities of all people to the fore.