This reflective article examines the emerging tendencies in critical perspectives within English Language Teaching (ELT). The article begins by providing a brief historical overview of ELT's critical pedagogies and discussing its perspectives in the post-pandemic era. It highlights the need for critical approaches that address power dynamics,…

This paper provides concrete suggestions for teaching two Holocaust testimonies, Irene Hauser's diary and Ruth Klüger's memoir "Still Alive." Hauser's and Klüger's texts effectively illustrate the differences between diaries and memoirs while recounting similar experiences. Such a comparative analysis, I argue, achieves two goals: First,…

Informed by Huber's (2021) framework of critical ethnography from a social justice perspective, this study aimed to (a) figure out how language teachers struggle for equity embedded within their socio-cultural contexts of schooling; (b) examine the micro, meso, and macro-factors affecting their identities with the impact of dominating ideologies;…

Events in 2020 sparked the need to continue a focus on ongoing inequities in the United States. This article addresses the preparation of ESOL teachers for antiracist work, acknowledging that racist beliefs and structures are pervasive in education and beyond, and how ESOL teachers can develop antiracist "conscientização." I address…

English as a foreign language (EFL) teachers and students are often pressured to use generic, globally published textbooks featuring 'inner-circle' social realities. While some studies look at specific instances of content that socially marginalizes their intended audiences, few attempt comprehensive examinations of the multimodal ensembles on…

Technology is here to stay and transfer our entire lives, including modes of communication and education. Its deep impact on our educational lives during the COVID-19 pandemic which forced education everywhere to go online cannot be denied. Technology-Mediated Language Learning (TMLL) otherwise known as Computer- Assisted Language Learning (CALL)…

Language is a form of human capital. Human capital refers to skills an individual needs to succeed within the labor market. Originating from The Bilingual Education Act of 1968 (Title VII of the Elementary and Secondary Education Act of 1968), one of many purposes of dual language programs (DLPs) was to provide equal access to classroom…

In this personal reflection, the author explores her own learning in becoming a language teacher educator who aims to develop preservice teachers' critical intercultural praxis. By revisiting the course reflections of one of her preservice teachers, the author confronts her failures and perceptions about what it means to be a "critical"…

From 2017 to 2019, the first two authors, Zhongfeng and Elizabeth, and a team of researchers set off on a journey through four iterative cycles of infusing translanguaging into an undergraduate Teaching English to Speakers of Other Languages certificate program at a United States urban institution. Their goal was to learn how to prepare future…

In this interview with Terry A. Osborn, whose work set the stage for the momentum that is currently building around social justice in language education, Dr. Osborn shares his perspective on the past, present, and future of language education.

This study highlights the teaching practices of three white instructors--who addressed social justice issues in the context of their English for Academic Purposes (EAP) classes--to contextualize their pedagogy in relation to intersections of Whiteness and English language teaching. The study was conducted at a four-year private university on the…

Unexpected conflicts, or eruptions, in class during discussions of controversial issues are not uncommon in the field of English language teaching (ELT). This can be especially true for critical English language teachers who hope to address social justice issues in their classrooms. Existing literature of these events often mentions emotional…

Teachers of English to Speakers of Other Languages (TESOL) professionals are immersed in multilingual and multicultural spaces. Thus, many consider TESOL educators innately culturally competent, yet others argue this is not the case (e.g., Lin et al., 2004). Moving the TESOL field from liberal to critical forms of multiculturalism (Kubota &…

The field of English language teaching and learning has long been full of a plethora of acronyms and terms. Those terms that relate to languages and users of languages that are not those privileged or dominant in any given context should be subject to particular scrutiny. The author argues that labels applied to individuals and less dominant…

Building upon the genre-based research in literacy and English as a Second language (ESL) education developed in Australia in the past three decades, this paper reframes a genre-based approach to teaching Chinese as a Foreign Language (CFL) in a primary classroom. Grounded in Bernsteinian sociology while also working in transdisciplinary dialogue…