Nuancing Teachers’ Uptake of Critical Language Pedagogies

Bibliographic Data

ID7177366
AuthorsMike Metz (0000-0002-2895-1321, University of Missouri, corresponding author), Grace Chicoine (University of Missouri), Lauren Bayne (University of Missouri)
Year2025
Volume57
Issue3
Pages298-321
Publication date2025-07-04
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Reading Behavior (JOURNAL)
Journal identifiersISSN: 0022-4111 • E-ISSN: 1554-8430
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1086296x251352302
OpenAlexW4412015403
LanguageEN
Citations received3
References cited57

This study examines differences in teachers’ uptake of critical language pedagogy during a 16-week graduate course. Drawing on narrative constructs of personal, professional, and linguistic identity, the study shows that the more tightly teachers integrate hegemonic language ideologies into their various identities, the more hesitant they are to take up critical approaches to language teaching. We use illustrative cases to describe a typology of engaged adopters, hesitant converts, and resistant skeptics. Based on our findings we recommend introducing critical language teaching early in educator preparation programs and during K-12 schooling so that teachers’ early identity formation includes critical approaches to language teaching. For teacher educators and professional developers working with veteran teachers, we recommend thinking beyond conveying linguistic information and attending to the identity work required of teachers making significant shifts to their personal, professional, and linguistic identities

Mathematics education · Pedagogy · Sociology · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Multilingual Education and Policy · Psychology

Tools

Open DOI