International Perspectives on Critical English Language Teacher Education: Theory and Practice

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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 Lpez 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.

Reviews

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

Author Bio

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.