Critical literacy as a pedagogical goal in English language teaching

In this chapter, the authors provide an overview of the area of critical literacy as it pertains to second language pedagogy (curriculum and instruction). After considering the historical origins of critical literacy (from antiquity, and including in first language education), they consider how it began to penetrate the field of applied linguistics. They note the geographical and institutional spread of critical literacy practice as documented by published accounts. They then sketch the main features of L2 critical literacy practice. To do this, they acknowledge how practitioners have reported on their practices regarding classroom content and process. The authors also draw attention to the outcomes of these practices as well as challenges that practitioners have encountered in incorporating critical literacy into their second language classrooms

Critical Literacies in Iran: A tour d'horizon

In this chapter, we present a brief overview of the sociopolitical and educational context of Iran, followed by a review of the critical scholarship in the field of teaching English as a foreign language (EFL). We briefly highlight the lack of a critical literacy approach in Farsi education where critical practice mainly manifests itself in a rather exclusive focus on critical thinking as a cognitive skill. We argue that a combination of Persian cultural tradition and Islamic perspectives can shape the foundations of an alternative local approach to criticality in EFL and Farsi education and enable us to problematize current, Western conceptualizations of critical literacy. Such foundations, we contend, serve as a prerequisite for moving toward transnational critical literacy work

The European Foreign Language Teacher Training Programme: A Comprehensive Proposal

Trabajo presentado en: International Conference on EUropean Transnational Educational, ICEUTE (11th. 2020. Burgos, Spain)Mobility has been a key and central concept for the Bologna Process. Labour mobility of the teaching and learning community within the European borders is in continuous growth. But so far, despite this dynamic reality, there is no unified format for teacher training at a European level. In the light of this, a virtual solution for a comprehensive and coordinated training for foreign language teachers in Europe is needed. Within the frame of the VIR_TEACH Erasmus+ project, this article outlines the creation of a digital tool to improve the postgraduate certificates on Masters on Education (Foreign Languages), and to provide teachers, researchers, student teachers and policy-makers with open-source tools and resources.Erasmus+ funded VIR_TEACH project (A VIRtual Solution for a comprehensive and coordinated training for foreign language TEACHers in Europe, Project Reference: 2018-1-ES01-KA203-050045)