- Honolulu, Hawaii, United States
Graham Crookes
University of Hawaii, Second Language Studies, Faculty Member
Language and literacy research is fraught with contradictions. In our view, critical literacies are inherently multilingual and transnational. Nevertheless, the scholarly literature on implementational and instructional paradigms for... more
Language and literacy research is fraught with contradictions. In our view, critical literacies are inherently multilingual and transnational. Nevertheless, the scholarly literature on implementational and instructional paradigms for critical literacies tends to prioritize publications in English, a trend we recognize is extended by this very chapter. Yet, it is this dominance of English that compels us to focus on critical literacies in relation to the global enterprise of English language teaching (ELT) and its relation to bi/multilingualism and translanguaging. Such tensions reflect those inherent to the very notion of language education: Does language learning primarily function to foster engagement with an extended range of audiences or to promote asymmetrical linguistic assimilation? It is our view that critical literacies offer a productive, albeit imperfect, avenue to taking up such questions in relation to language education. The purpose of this chapter is to explore the manifestation of critical literacies in ELT, bi/multilingualism, and translanguaging. Although, for the purpose of this chapter, we focus specifically on English, its global dominance, and its prevalence in the literature on critical literacies, we encourage readers to explore additional research on critical literacies beyond English (e.g., Macedo, 2019). We begin by defining our key concepts and terminologies. Next, we explore historical and emerging theories of critical literacies in relation to ELT, bi/multilingualism, and translanguaging. We then review past empirical work on critical literacies in multilingual contexts to highlight its implications. Finally, we offer recommendations for the field moving forward and reflect on the social responsibility of critical scholars.
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This chapter briefly describes the challenging innovation that is critical language pedagogy and reviews one effort to diffuse it through a small group of English language teachers in Iran who were participating in a volunteer-led online... more
This chapter briefly describes the challenging innovation that is critical language pedagogy and reviews one effort to diffuse it through a small group of English language teachers in Iran who were participating in a volunteer-led online teacher development course (delivered by the authors). Insights arrived at by reflecting on the course are presented in terms of aspects of the course itself as well as its potential to enable the innovation to be adopted by participants through network development.
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In this study, we describe how one of the authors (Hyeyoung) used pop culture in one of her courses, an English for Academic Purposes (EAP) class at a provincial university in the western USA, and illustrate a possible procedure,... more
In this study, we describe how one of the authors (Hyeyoung) used pop culture in one of her courses, an English for Academic Purposes (EAP) class at a provincial university in the western USA, and illustrate a possible procedure, rationale, and potential for using pop culture based on critical pedagogy. Hyeyoung aided students in critically exploring the Korean pop songs phenomenon (hereafter, K-pop), and used lyrics as a prompt for critical dialog. The study draws upon materials, lesson plans, teacher notes, and audio-recorded student classroom discussion and discusses implications for practice. The report suggests that a Freirean culture circle provided a useful framework for incorporating pop culture into a critical EAP classroom. A three-step model is suggested for critical discussion based on critical pedagogy to practice both conventional and critical literacy, or as Freire states, to read the word and the world.
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Readers of the journal Education Sciences will be broadly aware that within educational research as a whole, a position exists that analyzes educational issues and researches questions from an overall contextual perspective that locates... more
Readers of the journal Education Sciences will be broadly aware that within educational research as a whole, a position exists that analyzes educational issues and researches questions from an overall contextual perspective that locates them in respect to values such as equity, liberty, and social justice [...]
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Critical language pedagogy, teaching languages for social justice, is considered in terms of its history and principles. Several sets of principles, from different periods of the development of this literature, are juxtaposed.... more
Critical language pedagogy, teaching languages for social justice, is considered in terms of its history and principles. Several sets of principles, from different periods of the development of this literature, are juxtaposed. A connection is drawn from the possible values held by language teachers to the values espoused by critical language pedagogy. These are specified as democratic values, associated with equality, freedom, and solidarity. Values are identified as a means by which language teachers considering this perspective could approach it.
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In this final contribution, the authors of the Special Issue reflect collaboratively on the work gathered in the Special Issue [...]
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The paper presents selected aspects of critical language pedagogy that are relevant to recent developments in Korean English Education. The paper articulates the personal viewpoint of a scholar outside Korea. Particular emphasis is placed... more
The paper presents selected aspects of critical language pedagogy that are relevant to recent developments in Korean English Education. The paper articulates the personal viewpoint of a scholar outside Korea. Particular emphasis is placed on historical background, the nature of critique, and the role of the intellectual in society. The English Divide in Korea is presented as an issue that calls for a critical perspective on English education. This is briefly analyzed from an economics of education point of view, itself an example of critical pedagogy that does not only focus on classrooms and curriculum theory. Key aspects of critical language pedagogy are sketched, with reference to precursors from Korean history and cultural forms. These precursors are also brought to bear on the role that intellectuals could play in advancing a critical perspective on English education, in Korean society, which is suggested to be a moral imperative, distinct from instrumental understandings of ed...
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Curriculum development and empirical research in the field of second language acquisition could benefit the field of critical language pedagogy (CLP) and its practitioners. This article reviews central concepts in the organization of... more
Curriculum development and empirical research in the field of second language acquisition could benefit the field of critical language pedagogy (CLP) and its practitioners. This article reviews central concepts in the organization of curriculum in CLP and compares them with another major curricular initiative in second language teaching, namely task-based or task-supported approaches, with particular emphasis on task-based language teaching. Content itself (as in activities or materials) and the role of metacognitive instruction are considered. A real-world example of a task-based or task-supported short-term program is reviewed as exemplifying some areas of contact or benefit.
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There are long and diverse strands of thinking about how schools and schooling, teaching, curriculum, and learning could be conceptualized and developed so as to foster what is often loosely called social justice. Many of these strands go... more
There are long and diverse strands of thinking about how schools and schooling, teaching, curriculum, and learning could be conceptualized and developed so as to foster what is often loosely called social justice. Many of these strands go back (in Europe) at least to the French Revolution. The original term that encompasses this area is ‘radical pedagogy’ (that is to say, a pedagogy suitable for radicals or radical purposes; cf. Crookes, 2009). Emerging out of this area in the post-World War Two era, one version of this thought and practice that has become somewhat influential in language teaching is ‘critical pedagogy’, and ‘critical language pedagogy’ (CLP) is a key term used to refer to applications of the concepts of critical pedagogy to second language (L2) contexts.
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This article is based on a set of short narratives from four researchers in applied linguistics, who adopt the descriptor “junior political researcher-practitioners.” These individuals shared and analyzed these narratives relating to... more
This article is based on a set of short narratives from four researchers in applied linguistics, who adopt the descriptor “junior political researcher-practitioners.” These individuals shared and analyzed these narratives relating to their personal experiences and an emerging political identity in the academy under investigation in this study. The study was methodologically inspired by collective memory-work, a research framework with transformative aspirations that integrates narrative writing with group analysis and dissolves the boundaries between theory and method as well as researcher and research participants. The study itself enacts an inquiry. The narratives are presented for readers to read and respond to. They constitute the joint object of an inquiry by the coauthors and their readers. Other language educators with goals for personal and sociopolitical development may find themselves in this study and be encouraged into embracing their own political potential.
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... Related Items: Show Related Items. Click on any of the links below to perform a new search. Title: On the Relationship Between Second and Foreign Language Teachers and Research. Authors: Crookes, Graham. ...
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... On these grounds, the turn may be eliminated from consideration. Since.its boundaries are determined by the processes of speaker interaction, it does not ... An Introduction to DiscourseAnalysis (2nd edn.). ...... more
... On these grounds, the turn may be eliminated from consideration. Since.its boundaries are determined by the processes of speaker interaction, it does not ... An Introduction to DiscourseAnalysis (2nd edn.). ... 'Another look at interlanguage talk: taking task to task' in RR Day
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THE POLICY THAT INTRODUCES THE RE-views section of each issue of the MLJ begins with this statement: "The MLJ reviews books, mono-graphs, computer software, and other materials that... present results of research in-and... more
THE POLICY THAT INTRODUCES THE RE-views section of each issue of the MLJ begins with this statement: "The MLJ reviews books, mono-graphs, computer software, and other materials that... present results of research in-and meth-ods of-foreign and second language ...
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... True involvement by teachers in research, as already mentioned, should strengthen the relationship between research and pedagogy. Therefore, particularly of interest should be TESOL Journal, which was instituted partly because of... more
... True involvement by teachers in research, as already mentioned, should strengthen the relationship between research and pedagogy. Therefore, particularly of interest should be TESOL Journal, which was instituted partly because of perceptions of distance between TESOL ...
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1. INTRODUCTION Although 'action research' has a long history, it is a term which has only quite recently become known and used in ESL. It is apparently, therefore, something 'new', and... more
1. INTRODUCTION Although 'action research' has a long history, it is a term which has only quite recently become known and used in ESL. It is apparently, therefore, something 'new', and predictably has already become a buzzword within the field of second language studies. There are ...
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... More recent research (Carrell 1983, 1984) supports this ... review, distin-guishes between formal schemata, which deal with the rhetorical structure of discourse, and content ... interpretation of the linguistic representation of... more
... More recent research (Carrell 1983, 1984) supports this ... review, distin-guishes between formal schemata, which deal with the rhetorical structure of discourse, and content ... interpretation of the linguistic representation of these events, scenes, activitiesLe., oral and written texts. ...
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... too, has settled on romantic tales of flashes of insight following falling apples, overflowing baths ... discoveries, these discoveries are entirely independent of social factors (cf. ... ideas pruned of topic-specific content, a... more
... too, has settled on romantic tales of flashes of insight following falling apples, overflowing baths ... discoveries, these discoveries are entirely independent of social factors (cf. ... ideas pruned of topic-specific content, a methodology, and direction regarding the types of explanation ...
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... Critical reflection and practice (TESOL Arabia 2002 Conference Proceedings) Abu Dhabi, UAE: TESOL Arabia. ... Third and finally, since the theme of this conference specifies critical reflection (and I ... 'work also, at some... more
... Critical reflection and practice (TESOL Arabia 2002 Conference Proceedings) Abu Dhabi, UAE: TESOL Arabia. ... Third and finally, since the theme of this conference specifies critical reflection (and I ... 'work also, at some point in the opnmisuc, scientistic twentieth century, picked up ...
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... Such theories tend to have 1 I would like to thank Charlie Sato and Kathy Davis for references, and Craig Chaudron, Mike Long, Peter Manicas, and Kate Wolfe-Quintero for comments. Page 2. University of Hawai'i Working Papers... more
... Such theories tend to have 1 I would like to thank Charlie Sato and Kathy Davis for references, and Craig Chaudron, Mike Long, Peter Manicas, and Kate Wolfe-Quintero for comments. Page 2. University of Hawai'i Working Papers in ESL, Vol. 11, No. 2, pp. 1550. ...
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... She publishes and does research in conversation analysis, oral proficiency testing, and research methodology in applied linguistics. REFERENCES ... Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ:... more
... She publishes and does research in conversation analysis, oral proficiency testing, and research methodology in applied linguistics. REFERENCES ... Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum. ... TESOL QUARTERLY 762 ...
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* The second and foreign language (S/FL) education literature has featured a number of discussions of the content of critical pedagogy (Crawford-Lange, 1981; Pennycook, 1990a, 1990b, 1994), though there are few accounts of the processes... more
* The second and foreign language (S/FL) education literature has featured a number of discussions of the content of critical pedagogy (Crawford-Lange, 1981; Pennycook, 1990a, 1990b, 1994), though there are few accounts of the processes involved in implementing it in a ...
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... Topic and Feedback in Native-Speaker/ Nonnative-Speaker Conversation GRAHAM CROOKES and KATHRYN A. RULON University of Hawaii at Manoa ... Differential effects of corrective feedback in native speaker/non-native speaker conversation.... more
... Topic and Feedback in Native-Speaker/ Nonnative-Speaker Conversation GRAHAM CROOKES and KATHRYN A. RULON University of Hawaii at Manoa ... Differential effects of corrective feedback in native speaker/non-native speaker conversation. In RR ...
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CAMBRIDGE LANGUAGE EDUCATION Series Editor: Jack C. Richards This series draws on the best available research, theory, and educational practice to help clarify issues and resolve problems in language teaching, language teacher education,... more
CAMBRIDGE LANGUAGE EDUCATION Series Editor: Jack C. Richards This series draws on the best available research, theory, and educational practice to help clarify issues and resolve problems in language teaching, language teacher education, and related areas. Books in ...
ELT practitioners, whose training tends on the whole towards functional preparation for classroom practice, generally have little sense of what currents of thought and belief underlie that practice. We are the beneficiaries, or at least... more
ELT practitioners, whose training tends on the whole towards functional preparation for classroom practice, generally have little sense of what currents of thought and belief underlie that practice. We are the beneficiaries, or at least the recipients, of ideas about the nature of ...
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... in parts (eg, structures and functions) which are indepen-dent of one another, and also to integrate, or synthesize ... principles of course design made explicit in the 1970s, chiefly in EFL contexts, for the teaching of languages ...... more
... in parts (eg, structures and functions) which are indepen-dent of one another, and also to integrate, or synthesize ... principles of course design made explicit in the 1970s, chiefly in EFL contexts, for the teaching of languages ... APPROACHES TO TASK-BASED SYLLABUS DESIGN ...
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The Directory of Professional Preparation Programs in TESOL in the United States (Frank-McNeil, 1986) lists 120 institutions that have programs leading to a master's degree. These programs typically offer a wide range of... more
The Directory of Professional Preparation Programs in TESOL in the United States (Frank-McNeil, 1986) lists 120 institutions that have programs leading to a master's degree. These programs typically offer a wide range of courses serving a diverse student population. ...
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... Tasks and Language Learning: Integrating Theory and Practice. by Graham Crookes, Susan M Gass. ...
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Quantitative and qualitative linguistic inquirers continue to miscommunicate because of differences in philosophical assumptions and, thus, the definitions they use in talking about research. I hope to clarify here some assumptions... more
Quantitative and qualitative linguistic inquirers continue to miscommunicate because of differences in philosophical assumptions and, thus, the definitions they use in talking about research. I hope to clarify here some assumptions underlying validity and reliability in both ...
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... Bartels, N. 2002: Professional preparation and action research: only for language teachers? TESOL Quarterly 36(1), 7176. 2003: How teachers and academics read research articles. ... 346 Book reviews Page 5. Education. CARLA... more
... Bartels, N. 2002: Professional preparation and action research: only for language teachers? TESOL Quarterly 36(1), 7176. 2003: How teachers and academics read research articles. ... 346 Book reviews Page 5. Education. CARLA Working Paper Series No. ...