International Perspectives on Critical Pedagogies in ELT

1. Front Matter

   Pages i-xxi

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2. Introducing International Critical Pedagogies in ELT

   • Mario E. López-Gopar

   Pages 1-15

3. Teaching Beyond Language

   1. Front Matter

      Pages 17-17

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   2. “When I Came to Canada like I Heard Lots of Bad Stuff About Aboriginal People”: Disrupting Settler Colonial Discourses Through English Language Teaching

      • Andrea Sterzuk, Simone Hengen

      Pages 19-37

   3. Critical Pedagogy in Saudi College EFL Classrooms Under the Neoliberal Economy

      • Osman Z. Barnawi

      Pages 39-58

   4. A Filipino L2 Classroom: Negotiating Power Relations and the Role of English in a Critical LOTE/World Language Classroom

      • Jayson Parba, Graham Crookes

      Pages 59-78

   5. The Intersections Between Critical Pedagogy and Public Pedagogy: Hong Kong Students and the Umbrella Movement

      • Christian W. Chun

      Pages 79-98

4. Dialoguing with Teachers

   1. Front Matter

      Pages 99-99

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   2. “The Coin of Teaching English Has Two Sides”: Constructing Identities as Critical English Teachers in Oaxaca, Mexico

      • Edwin Nazaret León Jiménez, William M. Sughrua, Ángeles Clemente, Vilma Huerta Cordova, Alba Eugenia Vásquez Miranda

      Pages 101-123

   3. Negotiating Gender and Sexual Diversity in English Language Teaching: ‘Critical’-Oriented Educational Materials Designed by Pre-Service English Teachers at a South African University

      • Navan N. Govender

      Pages 125-149

   4. Teachers Explore the Complexity of Learners’ Lives through Ethnographic Projects

      • Maria Dantas-Whitney

      Pages 151-173

   5. Mapping Our Ways to Critical Pedagogies: Stories from Colombia

      • Amparo Clavijo-Olarte, Judy Sharkey

      Pages 175-193

5. Questioning the Critical

   1. Front Matter

      Pages 195-195

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   2. Educating English Language Teachers to Critical Language Awareness: A Collaborative Franco-Japanese Project

      • Christine Hélot, Masahito Yoshimura, Andrea Young

      Pages 197-217

   3. Academic Language and Learning in an Australian Context

      • Anne Swan

      Pages 219-240

   4. ‘A Gin and Tonic and a Window Seat’: Critical Pedagogy in Arabia

      • Paul Hudson

      Pages 241-263

   5. Conclusion: Politicized Qualitative Research Methodology of Critical ELT Studies

      • William M. Sughrua

      Pages 265-283

6. Back Matter

   Pages 285-287

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This edited collection brings to the forefront attempts to connect critical pedagogy and ELT (English Language Teaching) in different parts of the world. The authors in this collection write from their own experiences, giving the chapters nuanced understanding of the everyday struggles that teachers, teacher educators and researchers face within different contexts. Throughout the book, contributors connect micro-contexts (classrooms) with macro-contexts (world migration, politics and social issues) to demonstrate the impact and influences of pedagogy. In problematizing ELT and focusing on so-called ‘peripheral’ countries where educators have created their own critical pedagogies to respond to their own local realities, the contributors construct ELT in a way that goes beyond the typical ESL/EFL distinction. This unique edited collection will appeal to teacher educators, in-service teachers working in the field as well as students and scholars of English language teaching, second language acquisition and language education policy.

• ELT classroom practice
• public pedagogy
• second language classroom
• classroom power relations
• classroom discourse
• critical pedagogy
• Critical language educators
• Discrimination
• colonial discourse
• Translanguaging
• World Language Classroom
• Heteroglossic language practices
• language and identity
• Critical literacy
• Ethnography
• EFL curriculum development
• Community pedagogies
• Plurilingualism
• CLIL
• intercultural communication

• Universidad Autónoma Benito Juárez de Oaxaca, Oaxaca, Mexico

  Mario E. López-Gopar

Mario E. López-Gopar is Professor in the Faculty of Languages at the Universidad Autónoma Benito Juárez de Oaxaca, Mexico. His main research interests centre around the intercultural and multilingual education of Indigenous peoples in Mexico. He has received over 15 academic awards. His latest book is Decolonizing Primary English Language Teaching (2016).

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