Graham V. Crookes – författare

Uniquely bridging theory and practice, this text introduces and overviews the various domains associated with the term critical pedagogy in the field of TESOL/ELT. Critical pedagogy addresses concepts, values, curriculum, instructional and associated practices involved in language teaching for social justice. Bringing critical pedagogy to classroom practitioners in a practical and comprehensible way, the text is designed to help teachers get started on critically grounded work in their own teaching. Features• Textbook extracts offer direct and quick illustration of what this perspective might look like in practice• Coverage of feminist and anti-racist pedagogies; sexual identity, oppression and pedagogy; peace and environmental education; and critical English as a foreign language—and their implications for second-language teaching • Historical background• Theoretical background on language and learning• Consideration of applicability of critical/radical educational concepts and traditions to non-Western cultural contexts • A focus on issues of compromise and resistanceThis original, timely, and informative text is ideal for any course on methods and approaches in TESOL.

Uniquely bridging theory and practice, this text introduces and overviews the various domains associated with the term critical pedagogy in the field of TESOL/ELT. Critical pedagogy addresses concepts, values, curriculum, instructional and associated practices involved in language teaching for social justice. Bringing critical pedagogy to classroom practitioners in a practical and comprehensible way, the text is designed to help teachers get started on critically grounded work in their own teaching. Features• Textbook extracts offer direct and quick illustration of what this perspective might look like in practice• Coverage of feminist and anti-racist pedagogies; sexual identity, oppression and pedagogy; peace and environmental education; and critical English as a foreign language—and their implications for second-language teaching • Historical background• Theoretical background on language and learning• Consideration of applicability of critical/radical educational concepts and traditions to non-Western cultural contexts • A focus on issues of compromise and resistanceThis original, timely, and informative text is ideal for any course on methods and approaches in TESOL.

In an era of increasing global polarization, the ability to engage in meaningful talk across different languages and cultures has never been more urgent. L2 educators and learners play pivotal roles in facilitating this. However, this challenge requires more than mere fluency; it demands a pedagogical shift that encourages L2 learners to uncover and question hidden assumptions while seeking solutions to problems they may identify.Towards Critical Dialogue in the Language Classroom offers a timely response, viewing the L2 classroom not only as a site for language acquisition but also as a space for critique, inquiry, and analysis supported by respectful mutual engagement and dialogue in the L2. This book bridges the gap between foundational theory and classroom practice. The first half provides a deep historical and philosophical exposition of dialogue, from manifold sources, through the transformative problem-posing pedagogy of Paulo Freire to contemporary thinkers and educators. The second half translates these ideas into a documentation of classroom practice, detailing activities implemented in an actual L2 context. The book illustrates how to support L2 learners as they move toward critical dialogue. They engage with linguistic functions, use interactive tasks relating to potentially controversial themes, and uncover and question gender socialization embedded in everyday life.What sets this work apart is its combination of rigorous theoretical grounding and a lived pedagogical narrative. Documenting incremental steps of classroom practice towards critical dialogue, this book serves as encouragement for L2 educators, researchers, and curriculum designers who seek to honor student voices and prepare L2 learners to thoughtfully reshape the world around them.

In an era of increasing global polarization, the ability to engage in meaningful talk across different languages and cultures has never been more urgent. L2 educators and learners play pivotal roles in facilitating this. However, this challenge requires more than mere fluency; it demands a pedagogical shift that encourages L2 learners to uncover and question hidden assumptions while seeking solutions to problems they may identify.Towards Critical Dialogue in the Language Classroom offers a timely response, viewing the L2 classroom not only as a site for language acquisition but also as a space for critique, inquiry, and analysis supported by respectful mutual engagement and dialogue in the L2. This book bridges the gap between foundational theory and classroom practice. The first half provides a deep historical and philosophical exposition of dialogue, from manifold sources, through the transformative problem-posing pedagogy of Paulo Freire to contemporary thinkers and educators. The second half translates these ideas into a documentation of classroom practice, detailing activities implemented in an actual L2 context. The book illustrates how to support L2 learners as they move toward critical dialogue. They engage with linguistic functions, use interactive tasks relating to potentially controversial themes, and uncover and question gender socialization embedded in everyday life.What sets this work apart is its combination of rigorous theoretical grounding and a lived pedagogical narrative. Documenting incremental steps of classroom practice towards critical dialogue, this book serves as encouragement for L2 educators, researchers, and curriculum designers who seek to honor student voices and prepare L2 learners to thoughtfully reshape the world around them.

Critical language pedagogy, also sometimes referred to as critical ELT, where English is the primary language involved, has a literature in which theoretical and specialized work has outstripped more practically-oriented material. Nevertheless, even practically-oriented publications in this area tend to address the experienced, well-resourced teacher, as opposed to those beginning in this area, or those without much professional support. With a view to helping prepare second language teachers to begin to engage with critical language pedagogy, the authors of this book start from areas of conventional L2 curriculum that teachers naturally use. Each chapter presents material pertinent to areas of language, language teaching and course delivery, starting from a fairly conventional perspective. It then attempts to explain how this conception can be extended drawing upon the ideas of critical (language) pedagogy and teachers' experiences.The authors' experience of working with teachers, who work under different circumstances, in teacher education courses and workshops form key elements of the book. Teachers’ voices are also given adequate space so as to provide a comprehensive picture and situated understanding of critical language pedagogy.Dialogical engagement with the initial perspectives of beginning critical language pedagogy teachers who do not necessarily have a fully-worked out "critical philosophy of teaching" or those who wish to practice critical ELT is another feature of the book. Finally, to strengthen the practical orientation of the book, teaching strategies and extracts of materials and lesson plans are also provided.

Critical language pedagogy, also sometimes referred to as critical ELT, where English is the primary language involved, has a literature in which theoretical and specialized work has outstripped more practically-oriented material. Nevertheless, even practically-oriented publications in this area tend to address the experienced, well-resourced teacher, as opposed to those beginning in this area, or those without much professional support. With a view to helping prepare second language teachers to begin to engage with critical language pedagogy, the authors of this book start from areas of conventional L2 curriculum that teachers naturally use. Each chapter presents material pertinent to areas of language, language teaching and course delivery, starting from a fairly conventional perspective. It then attempts to explain how this conception can be extended drawing upon the ideas of critical (language) pedagogy and teachers' experiences.The authors' experience of working with teachers, who work under different circumstances, in teacher education courses and workshops form key elements of the book. Teachers’ voices are also given adequate space so as to provide a comprehensive picture and situated understanding of critical language pedagogy.Dialogical engagement with the initial perspectives of beginning critical language pedagogy teachers who do not necessarily have a fully-worked out "critical philosophy of teaching" or those who wish to practice critical ELT is another feature of the book. Finally, to strengthen the practical orientation of the book, teaching strategies and extracts of materials and lesson plans are also provided.