Special Issue "Critical Language Pedagogy"

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 September 2020).

Special Issue Editor

Prof. Dr. Graham Crookes
Website
Guest Editor
Department of Second Language Studies, University of Hawaii, 2500 Campus Rd, Honolulu, HI 96822, USA
Interests: critical language pedagogy and language teachers developing philosophies of teaching

Special Issue Information

Dear Colleagues,

Critical Language Pedagogy, the application of ideas from Critical Pedagogy to second-language teaching within the context of critical applied linguistics, continues to develop. However, many core concepts remain relatively unexplored by conceptual analyses let alone provided with empirical support for their development. Additionally, closely associated areas such as feminist and antiracist pedagogy for second-language contexts lag in reports and analyses. This Special Issue solicitation calls for empirical and analytic contributions in a number of areas. Central concepts and questions in need of attention could include critical consciousness; Freirean “codes” (and codification); the role of vocabulary in interaction with key concepts; the question of which aspects of language, understood at all levels from phonology to discourse, are learned or addressed in classes with a CLP orientation; the matter of how language itself is conceptualized in CLP; and the application of SLA theories, or the application of other language teaching theories (e.g., task-based language teaching) to CLP. At least because of their previous rarity, case reports or case studies in any associated areas (e.g., feminist pedagogy) are of interest. Since most CLP has involved English, studies in other world languages, Languages Other Than English, including Less Commonly Taught Languages, are sought. Insofar as CLP has evolved mainly in North and to some extent South American contexts, contrasts with or engagement with European contexts and lines of curricular or pedagogical thought are needed. The whole matter of what actions emerge from or are integrated with CLP classroom instruction deserves report. Relatedly, what or how social structures or practices such as teacher networks support CLP, and on the other hand, what social structures or practices—especially newer ones such as surveillance—inhibit it.

Prof. Dr. Graham Crookes
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Published Papers

There is no accepted submissions to this special issue at this moment.
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