Nuancing Teachers’ Uptake of Critical Language Pedagogies

Abstract

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.

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