List of Figures List of Tables Series Editor Foreword Foreword, Peter I. De Costa (Michigan State University, USA) List of Abbreviations Part I: Introduction 1. Introducing Criticality and Critical English Language Teacher Education: Tensions, Opportunities, and Possibilities, Ali Fuad Selvi (University of Alabama, USA) and Ceren Kocaman (University of Potsdam, Germany) Part II: Teaching Methods and Methodologies 2. Beyond Language Teaching Methods and Methodologies in Language Teacher Education, Graham Hall (Northumbria University, UK) 3. Challenging Standard Language Ideology and Promoting Critical Language Awareness in Teacher Education, John Chi and Kellie Rolstad (University of Maryland, USA) 4. Social Justice Language Teacher Education in Türkiye: Insights from an English as a Foreign Language (EFL) Writing Classroom, Adnan Yilmaz (University of Stirling, UK), Deniz Ortaçtepe Hart (University of Glasgow, UK), and Rabia Irem Durmus (Ondokuz Mayis University, Turkey) 5. Cultivating a Language Teaching and Social Justice Praxis: Paying Attention to the Tension to Set Intention, Netta Avineri (Middlebury Institute of International Studies at Monterey, USA) Part III: Instructional Materials Analysis and Development 6. Pedagogizing Critical Materials Analysis and Development, Yasemin Tezgiden-Cakcak (Middle East Technical University, Turkey) 7. Analyzing Instructional Materials: A Global Englishes Language Teaching (GELT) Activity in a Brazilian Context, Marcia Regina Pawlas Carazzai (Universidade Estadual do Centro-Oeste, Brazil) and Ana Raquel Fialho Ferreira Campos (Universidade Estadual do Centro-Oeste, Brazil) 8. The Affirming Diversity Project: Supporting Teachers Creating and Exchanging Culturally and Linguistically Responsive Materials, Priscila Leal (University of Hawai'i at Manoa, USA) and Perla Barbosa (Salem State University, USA) 9. Critical Antiracist Teacher Education: Insights from the Seminar “Racism and the English Language Teaching (ELT) Classroom”, Natalie Güllü (Bergische Universität Wuppertal, Germany) Part IV: Classroom Management, Observation, and Practicum 10. A Critical Perspective on Language Classroom Management, Classroom Observation, and the Practicum, David Gerlach (Bergische Universität Wuppertal, Germany) 11. Critically Reflecting on Diversity and Learners’ Needs: An Example from Aotearoa New Zealand, Karen Ashton (Massey University, New Zealand) 12. A Guide for Observing Community, School, and Classroom: Balancing Students’ Lives and Language Policies, Alex Alves Egido (Federal University of Maranhão (UFMA), Brazil) 13. Developing Criticality through Professional Development with In-Service Language Teachers, Mareen Lüke (HVHS Hustedt, Germany) 14. Achieving Social Justice in the English Classroom: Ideas to Introduce Queer Pedagogies to Pre-/In-service Teachers of English, ?zge Güney (Hillsborough Community College, USA) Part V: Second Language Assessment 15. Critical Language Teacher Education and Language Assessment, Seyyed-Abdolhamid Mirhosseini (University of Hong Kong, Hong Kong) 16. Disrupting Assumptions in English Language Teaching (ELT) Assessment, Laura Loder Buechel (Zurich University of Teacher Education, Switzerland) Part VI: Curriculum Development 17. Reimagining Critical Language Teacher Education through Translanguaging and Transknowledging, Sunny Man Chu Lau (Bishop's University, Canada) and Angel M. Y. Lin (Simon Fraser University, Canada) 18. A Language-Based Approach to Content Instruction: Critical Reflections on Implementation in a Teaching English to Speakers of Other Languages (TESOL) Methods Course, Hillary Parkhouse , Luciana C. de Oliveira, and Jia Gui (Virginia Commonwealth University, USA) 19. Inquiry-Driven Reflection-in-Action Approach to Promote Culturally Responsive Literacy Practices through Teacher Education Projects, Wing Shuen Lau (Seattle Pacific University, USA), Laura Humes Wahied (Renton School District, USA), and Megan Kelley-Petersen (University of Washington, USA) Part VII: Second Language Development 20. Unsettling Second Language Acquisition Theories through Raciolinguistic, Crip, and Translanguaging Perspectives, Clara Vaz Bauler (Adelphi University, USA) and Gabriella Licata (University of California Riverside, USA) 21. Developing a Translanguaging Stance in Teacher Candidates via a Middle School and University-Based Teacher Education Program E-tutoring Partnership, Elizabeth Goulette (Madonna University) 22. Exploring Language, Identity, Power, and Privilege with Secondary-Level EL Teachers: A Critical Language Awareness (CLA) Case Study, Shawna Shapiro (Middlebury College, USA) 23. Un-teaching Native Speaker Fallacy: A Practical Application and Discussion, Tan Arda Gedik (Friedrich-Alexander-Universität Erlangen-Nürnberg, Germany) Part VIII: Teaching Young Language Learners 24. Teaching English to Young Learners: Critical, Multilingual, and Decolonial Pedagogies, Mario E. López-Gopar, Verónica Rivera Hernández, and Yesenia Bautista Ortiz (Universidad Autónoma Benito Juárez de Oaxaca, Mexico) 25. Sustainability and Primary Teacher Education in a Swedish Context: From Concept Mapping to Experience Designing, Mai Trang Vu (Umeå University, Sweden) 26. Working against the Monolingual Norms of Teaching English as a Foreign Language (TEFL) at the Primary School Level, Hanna Lämsä-Schmidt (University of Potsdam, Germany) Part IX: Teaching Culture 27. Teaching Culture for Critical Global Citizenship, Britta Freitag-Hild (University of Potsdam, Germany) 28. Using Intercultural Virtual Exchange to Promote Critical Pedagogy Practices of English Language Teachers, Laura Torres-Zúñiga (Universidad Autónoma de Madrid, Spain) and Sibel Sögüt (Sinop University, Turkey) 29. Critical Intercultural Education in Moroccan Teacher Education: Practical Insights for Teacher Candidates, Benachour Saidi (Mohammed First University, Morocco) and Rania Boustar (Sidi Mohamed Ben Abdellah University) 30. Immigrant Families and Communities as Agents of Interculturality in Pre-Service Teacher Education, Roxanna Senyshyn (Pennsylvania State University, USA) Part X: Global Englishes 31. Global Englishes: Pluricentricity of Norms, Benchmarks, Functions, and Contexts, Lili Cavalheiro (NOVA University Lisbon, Portugal) 32. Raising Pre-Service Teachers’ Global Englishes Awareness through a Materials Development Project, Michelle Kunkel and Kenny Harsch (University of Hawai'i at Manoa, USA) 33. A Translingual Project to Explore Multilingual Identity and Challenge Dominant Language Ideologies, Kristina B. Lewis (Illinois State University, USA) 34. Building Global Englishes into a Pre-Service Teacher Education Curriculum,Naashia Mohamed (University of Auckland, New Zealand) Afterword, Ryuko Kubota (University of British Columbia, Canada) List of Contributors Index

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 English—or any other language—needs to be informed by a critical, questioning approach that will bring true representation of the experiences and identities of all people to the fore.

This edited volume documents how criticality and critical language teacher education are conceptualized, operationalized, and practiced in English language teacher education activities in diverse educational settings.

ADVISORY BOARD Darío Banegas (University of Edinburgh, UK) Osman Barnawi (Royal Commission Colleges & Institutes, Saudi Arabia) Yasemin Bayyurt (Bogaziçi University, Turkey) Ester de Jong (University of Florida, USA) Andy Xuesong Gao (University of New South Wales, Australia) Icy Lee (Chinese University of Hong Kong, Hong Kong) Gloria Park (Indiana University of Pennsylvania, USA) Ingrid Piller (Macquarie University, New South Wales, Australia) Richard Smith (University of Warwick, UK) Zia Tajeddin (Tarbiat Modares University, Iran) The series is dedicated to advancing critical language teacher education research that can transform the dominant practices of language teaching in educational contexts around the world. Language education has become more important than ever, to facilitate the crossing of physical and ideological borders of nation-states, and to meet the needs of increasingly ethnically and linguistically diverse student populations. This series helps inform the preparation of resilient and agentive language teachers with critical social justice orientations. It presents state-of-the-art research to support the formation of teachers who identify as democratic, social agents of formal schooling, and devoted to improving learning experiences of marginalized students. The titles in this series appeal to language teachers, teacher educators, and researchers and can be used as educational materials in graduate and undergraduate studies.