Putting Critical Language Pedagogy Into Practice

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.

Barbara Muszyńska is an Assistant Professor at the University of Lower Silesia in Wroclaw, Poland. In 2021, she wrote a monograph on linguistically diverse educational contexts, entitled Zróżnicowane językowo konteksty kulturowe. Studium pedagogiczno-translingwalne, published by the Lower Silesia University Press, which was later published in English as ＂Linguistically Diverse Educational Contexts. A study of translingual and pedagogical perspectives in Poland＂ by the Córdoba University Press in 2022 in Spain.

Holly Hansen-Thomas is Vice Provost for Research and Innovation, Dean of the Graduate School, and Professor of ESL and Bilingual Education at Texas Woman’s University in Denton, TX.