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,…

This article analyzes the "cuir" identity of an EFL student-teacher within the context of his pedagogical practicum. We adopt the term "cuir" as an analytical category to explore how notions of teacher identity and language pedagogy are mutually constructed. The paper challenges the traditional language pedagogy paradigm and…

Following the social turn in Second Language Acquisition (SLA) in the 1990s (Block, 2003), researchers have increasingly focused on the emic perspective of learners. As a result, identity, subjectivity, and agency have come to the forefront in SLA research. In an effort to afford learners the means to negotiate meaning more freely and to position…

This systematic review aimed to provide a comprehensive view of critical pedagogy-informed collaborative professional development practices in English language teaching. Using four databases and relevant keywords, we found 67 studies conducted in Asia, South/Central/North America, Europe, Australia, and the Gulf countries and systematically…

Most recent research on language learning and identity emphasizes on investing learners' capital as affordance to affirm their identities (Darvin & Norton, 2015; Norton, 2013). Learners' capital refers to prior knowledge, home literacies/native languages. Drawing on data from English language academies from Pakistan, this study finds a…

EFL reading in non-English environments often expose students to texts from different cultures. However, reading comprehension alone is inadequate to prepare the students to be critical readers, due to different sociocultural and sociopolitical factors that affect interpretations of EFL students who should be prepared with critical perspectives to…

Arising in Europe in the early 1990s, content and language integrated learning (CLIL) has become a popular educational approach. CLIL involves a dual focus on content and language learning with an additional language used as the medium of instruction. Although CLIL has received much attention and spread widely around the world, there is limited…

Purpose: Adult student identities within EAL (English as an Additional Language) classrooms have often been positioned as static, homogenised and exoticised within scholarly literature. Within such positioning, teachers have embraced pedagogical practices which classify students by country of origin and represent student identities within binaries…

This article explores the potential and pitfalls of performative pedagogies for teaching literature that thematizes issues of race and racism and argues that racial literacy requires a rethinking of drama-pedagogical practice. An initial segment situates pedagogical discussions of race in North American German curricula within research on racial…

This chapter examines the equity aspects of implementing translanguaging as a form of culturally sustaining pedagogy to nurture linguistic, literate, and cultural pluralism in an ESOL classroom for Nepali-speaking Bhutanese older adults resettled in the United States as refugees. Taking a teacher-action research approach, the authors collaborated…

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;…

Artificial Intelligence (AI) and AI-powered machine translation bring opportunities and challenges for L2 educators and students. Most recently, the emergence of AI-based chatbots, such as ChatGPT, has led to calls for a revision of traditional teaching methods to prioritize reflective reasoning and critical thinking. This article studies the…

This timely study is an investigation of the English language learning experiences and related empowerment capabilities and deprivations of female rural migrant TVET students in two locales in Western China at macro, mezzo, and micro levels during the years of the great expansion of the TVET school system. This study involves basic interpretive…

Critical pedagogy as an instructional approach to teaching and learning focuses on democracy, freedom, and the opportunity to challenge oppressive power structures founded upon hegemonic ideologies. This article presents a critical pedagogy approach to support the instruction of adult English language learners. Such an approach should adopt the…