1st Edition

Putting Critical Language Pedagogy into Practice

Edited By Barbara Muszyńska, Holly Hansen-Thomas Copyright 2024
    136 Pages 21 B/W Illustrations
    by Routledge

    136 Pages 21 B/W Illustrations
    by Routledge

    Putting Critical Language Pedagogy into Practice explores the practice of language teaching through the lens of critical pedagogy, reflexivity, and the importance of reflexivity for teacher development. It also shows how these reflexive practices can contribute to more inclusivity and decolonization of the curriculum.

    A range of experts argue persuasively for epistemological reflexivity in practice and demonstrate how to implement this critical thinking into daily instructional practice. Each chapter is structured around three themes in order to help readers connect challenging theoretical ideas into day to day teaching practice: Reflection – the author’s story and issue of concern; Epistemic Reflexivity – personal epistemologies reflecting on the social conditions influencing the theory underpinning that author’s practices; Resolved action – how the epistemic reflexivity leads to purposeful decision-making enacted in classroom contexts.

    Original, thoughtful and challenging, this text is fascinating and instructional reading for language education advanced students, researchers and practitioners.

    The idea for this book emerged during the Fulbright scholarship at Texas Woman’s University out of the mutual research interests of the editors.

    List of Contributors



    Bogusława Dorota Gołębniak                                                                                               


    Introduction to the book                                                                                                     

    Barbara Muszyńska and Holly Hansen-Thomas


    Chapter 1. Moving Beyond Reflection - Towards Epistemic Reflexivity in Language Education                                                                                                        

    Barbara Muszyńska


    Chapter 2. Enacting Critical Consciousness to Name and Act on My Monolingual Ideologies:

    An Example from a Scholar’s Teaching and Research                                                         

    Mary Amanda Stewart


    Chapter 3. Don’t Just Talk About It, Be About It: Supporting Critical Pedagogy in

    Teacher Education                                                                                                                 

    Aimée Myers and Gage Jeter


    Chapter 4. Addressing Embodied Assumptions through a Self-Coaching Model              

    Elise Brittan


    Chapter 5. Providing Spaces for Critical Reflections                                                          

    Mariannella  Núñez


    Chapter 6. Teaching through Conceptual Art: seeking convergence in diversity               

    Christine Calfoglou and Spiros Polymeris


    Chapter 7. Critical Pedagogy through Artistic Citizenship: Beyond Traditional Means    

    Victor Lozada


    Chapter 8. Critical Scholarship of Hope: Language Teacher Education and Schools in Poland

    Aleksandra Ita Olszewska


    Call to Action                                                                                                           

    Holly Hansen-Thomas and Barbara Muszyńska




    Barbara Muszyńska, a Fulbright Senior Award scholar at Texas Woman’s University (2021–2022), works as an assistant professor at the University of Lower Silesia in Wrocław, Poland. Her research focuses on language education in multilingual and multicultural contexts promoting the conditions for critical reflection.

    Holly Hansen-Thomas is Vice Provost for Research, Innovation, and Corporate Engagement, and Professor of Bilingual and ESL Education at Texas Woman’s University in Denton, TX. A two-time Fulbright Scholar, she has worked in language education for several decades. Her research interests include ESL training for mainstream teachers and EB’s development of academic language.