1st Edition
Critical Pedagogy in the Language and Writing Classroom Strategies, Examples, Activities from Teacher Scholars
This volume introduces theory-to-practice-based critical pedagogy grounded in Paulo Freire’s 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 Freire’s 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 Application—the 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 Program’s 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
Biography
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 Pennsylvania’s 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 Pennsylvania’s 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.
