This book showcases how teacher educators from diverse backgrounds, contexts, and realities approach English language teacher education with a critical stance. Organized into nine parts that explore different facets of English Language Teaching, each section opens with theoretical considerations chapters and features 24 practical application chapters. Written by renowned scholars including Graham Hall, Lili Cavalheiro, and Mario Lopez Gopar, among others, the theoretical considerations chapters offer concise insights into current issues and controversies in the field, point out opportunities for criticality, and discuss implications for teacher education. Written by critically-oriented teacher educators/researchers from various parts of the world including Brazil, Germany, Morocco, Sweden, Turkey, and the USA, among others, the practical application chapters exhibit various ways to incorporate critical approaches in reshaping current teacher education practices (ranging from critical and queer pedagogy to translanguaging to multilingualism) along with a critical reflection of the potentials and the challenges involved in their application.

Autorentext

Ali Fuad Selvi is Assistant Professor of TESOL and Applied Linguistics at the University
of Alabama, USA. He coedited Attending to the Complexity of Identity and Interaction in
Language Education (2020) and Language Teacher Education for Global Englishes: A
Practical Resource Book (2021).

Ceren Kocaman is a lecturer and PhD candidate at the University of Potsdam, Germany. She has worked with feminist and LGBTQ+ civil society organizations and as an instructor of Academic English prior to her current position.

Inhalt
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)
24. Sustainability and Primary Teacher Education in a Swedish Context: From Concept Mapping to Experience Designing, Mai Trang Vu (Umeå University, Sweden)
25. 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
26. Teaching Culture for Critical Global Citizenship, Britta Freitag-Hild (University of Potsdam, Germany)
27. 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)
28. 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)
29. Immigrant Families and Communities as Agents of Interculturality in Pre-Service Teacher Education, *Roxan…