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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…mehr
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.
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.
Inhaltsangabe
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 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 Hawaii) 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 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 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 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 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-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 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 Hawaii) 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
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 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 Hawaii) 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 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 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 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 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-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 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 Hawaii) 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
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