This volume introduces theory-to-practice based critical pedagogy grounded in Paulo Freires scholarship to language and literacy learning settings. This cutting edge and practical volume is essential reading for students and scholars in TESOL and critical pedagogy.
This volume introduces theory-to-practice-based critical pedagogy grounded in Paulo Freires scholarship to language and literacy learning settings. The chapters present authentic experiences of teacher-scholars, feature real-world examples and activities ready for implementation in the classroom, and provide nuanced guidance for future teachers. The examples and activities from teacher-scholars place critical pedagogy at the heart of classroom contexts and cover key topics, including place-based pedagogy, contemplative pedagogy, technology within the classroom, and translingual and multimodal paradigms. The chapters include further readings and discussion questions that challenge assumptions and promote deeper reflection, and can be modified for different teaching contexts. This practical volume is essential reading for students and scholars in TESOL and critical pedagogy.
1. Transforming Language Education: How Instructors Incorporate
Translanguaging and Critical Pedagogy in Community Schools
2. It Can Happen
Here: Neoliberalism at the Community College and How Critical Pedagogy Can
Resist It
3. Utopian Social Praxis in First-Year Writing Courses: Reflections
on Paulo Freires Pedagogy of the Oppressed
4. The Cost of Failing Freshman
Composition: Policies that Penalize Multilingual Learners in Higher Education
5. Contemplative Creative Writing as a Pedagogical Practice
6. Creative
Writing in English as an Additional Language Classrooms
7. Personalized
Learning for English as an Additional Language (EAL) Learners: Fostering
Agency and Dismantling the Banking Approach
8. Resisting Linguistic and
Cultural Erasure in the Charter Context: Challenging Critical Pedagogy
Applications within the Composition Classroom
9. Localizing the Practice of
Critical Pedagogy through Place-Based, Problem-Posing Education
10. Critical
Pedagogy and Postmethod in Francophone West Africa: Possibilities and
Practical Applicationthe Case of Mali
11. Critical Pedagogy and Writing in
Online L2 Instruction Post-COVID: Suggestions for New Teachers
12. A Hope
That Moves Us: Embodied Critical Hope in One Graduate Programs Fight
Against Faculty Retrenchments
13. Bringing to a Collage
14. Theater of the
Oppressed
15. Linguistic Instrumentalism
16. Reflections on Silence
17.
Dialogue and Critical Pedagogy
18. Performative Pedagogy
19. World Englishes
and Language Varieties
20. Glocal Identities and Practices
21. Identity in
Learning Communities
22. Problematizing Theory and Practice
23. Theory to
Practice of Dialogic Approach
Gloria Park is the Program Director of MA TESOL and Professor of Applied Linguistics and Language Teacher Education at Indiana University of Pennsylvania.
Sarah Bogdan is an English as an Additional Language teacher to high school students in Thailand and a recent graduate of Indiana University of Pennsylvanias Masters in TESOL program.
Madeleine Rosa is an English as an Additional Language and First Year Writing instructor at Seton Hill University, USA, a First Year Writing instructor at Duquesne University, and a recent graduate of Indiana University of Pennsylvanias Masters in TESOL program.
Joseph Mark Navarro is a lecturer at the University of California Santa Cruz and San Jose State University. He is a PhD candidate studying Composition and Applied Linguistics at Indiana University of Pennsylvania.
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