Resources

Resources booklet from the University of Reading that includes varied discipline case studies, reflections, and an annotated reading list https://www.reading.ac.uk/diversity/-/media/project/functions/diversity/documents/resources-to-decolonise-curriculum.pdf?la=en&hash=ECBACCB2F702F549243CAFDABC64F0A3

Critical English language teaching and learning

Critical English language teaching and learning (ELTL) has been inspired by critical pedagogy (CP), which emphasizes social justice (Crookes, 2013, 2021; Hastings & Jacob, 2016; López-Gopar, 2019). Critical ELTL is concerned with dialog, self-reflection, and peace (Jakar & Milofsky, 2016); language rights for indigenous people (Truscott, 2016); “gender sensitization” (Kapur, 2016, p. 179); access to quality education for (undocumented) immigrants (Poteau, 2016), refugees (Guevara, 2022), or children with disabilities (Webster & Valeo, 2011); environmentally-oriented education (Royal, 2016); and fighting against linguistic and cultural discrimination (Chan, 2016), among others. These critical themes can be fully explored when the English language classroom focuses on not only developing language skills but also increasing critical consciousness of injustices (Hawkins & Norton, 2009) and real-world issues, especially those “faced by marginalized groups” (Akbari, 2008, p. 281). As Socciarelli et al. (2020) put it: “It is of the utmost importance that the field of TESOL [or Teaching English to Speakers of Other Languages] continues to integrate the developing of linguistic skills with a broader sociocultural awareness” (p. 18).