From Critical Literacy to Critical Pedagogy in English Language Teaching: Using Teacher-made Materials in Difficult Contexts (English Language Education, 23)

Foreword
Preface
Acknowledgments
Contents
About the Authors
Chapter 1: Introduction
	Critical Thinking, Critical Literacy, and Critical Pedagogy
	Organization and Contents of the Book
	Contributions of this Book to the Field
	References
Part I: From Critical Literacy to Critical Pedagogy in ELT: The Issues
	Chapter 2: Critical Language Education
		Introduction
		Critical Thinking
		Critical Thinking in Education, Language Use, and Language Teaching
		Critical Literacy
		Critical Pedagogy
		Conclusion
		Engagement Options
		References
	Chapter 3: Teacher-Made Critical Materials for Primary and Secondary English Language Classrooms
		Introduction
		The Context of ESOL Educational Change in the Province of Buenos Aires
			The Legal and Theoretical Frame of ESOL Education
			ESOL Teacher Identity in Reform Agendas Internationally
			The Contradictions in Contexts of Application
		English Primer Readers as Critical Answers: Social Justice and Social Practice in ESOL Classrooms
		Developing Materials to Address Social Justice and Social Practice
			Multiliteracies for a Plurilingual World
			Translanguaging to Make Sense of the World
			A Plurilingual Context with English as a Language for International Communication
			An Intercultural Understanding of Reality to Facilitate Intercultural Dialogue
			A Task-Based Treatment of Language in Class
		Conclusion
		Engagement Options
		References
Part II: Critical Pedagogies in Action: A Multiple Case Illustration in Difficult Contexts
	Chapter 4: Challenging Difficult Circumstances: Appreciating Identities in the Neighborhood, the Classroom, the Home, and the ...
		Initial Vignette
		A Difficult Context
		Identities in the Neighborhood
		Identities in the Classroom
		Identities in the Home
		From Languages in the Home to Languages in Argentina and South America
		Identities in the Natural World
		The Natural World as a Springboard for Civic Action with Children´s Resources
		Conclusion
		Engagement Options
		References
	Chapter 5: Critical Thinkers in the Making: Exploring the World and Enhancing Human Relations in Fifth Grade
		Initial Vignette
		Engaging with English Through Everyday Situations
		Developing Research Skills
		Learning About Others to Enhance Human Relations
		Using English to Take Action
		Conclusion
		Engagement Options
		References
	Chapter 6: Localized Ways and Experiences: Making a Positive Difference in a Rural Multigrade Primary Classroom
		Initial Vignette
		Assumptions: Views of Education in This School
		Languages, Difference and Identities
		Ethical Relations with the Natural World: Making a Positive Difference
		Literature and Art to Take Civic Action Using the Imagination
		Conclusion
		Engagement Options
		References
	Chapter 7: A School Visit to the Ecological and Cultural Park William Henry Hudson: Outdoor Learning in Secondary School to Cu...
		Initial Vignette
		The Legal Vision and the Language Teaching Perspective
		Adriana´s Vision, Moral Purposes and Aims
		Learning about Human Rights and for Human Rights
		Engaging with Global Themes in Localized Ways
		Becoming Familiar with the Local Engaging Multiliteracies and Multimodality
		Outdoor Learning to Cultivate an Ethical Relationship with Nature and Take Action
		Reaching the School Community and the Family
		Conclusion
		Engagement Options
		References
Part III: Critical Language Education: Scenarios, Challenges and Possibilities
	Chapter 8: Bridging Critical Literacy and Critical Pedagogy in the English Language Classroom Using Teacher-Made Materials
		Integrating Imaginative, Ethical, and Citizenship Perspectives in Critical Language Education
		Engagement Options
		References
Correction to: From Critical Literacy to Critical Pedagogy in English Language Teaching
	Correction to: M. Porto (ed.), From Critical Literacy to Critical Pedagogy in English Language Teaching, English Language Educ...
Afterwords
	Afterword by Graham V. Crookes, University of Hawaii
	Afterword by Hilary Janks, University of the Witwatersrand, Johannesburg, South Africa
	References
	Critical Literacy Finds Its Way Home: An Afterword
	References