1,093
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Embedding Sustainable Development Goals into critical English language teaching and learning

ORCID Icon

References

  • Abednia, A., & Crookes, G. V. (2019). Critical literacy as a pedagogical goal in English language teaching. In X. Gao (Ed.), Second handbook of English Language Teaching (pp. 1–21). Springer. https://doi.org/10.1007/978-3-319-58542-0_14-2
  • Abednia, A., & Izadinia, M. (2013). Critical pedagogy in ELT classroom: Exploring contributions of critical literacy to learners’ critical consciousness. Language Awareness, 22(4), 338– 352. https://doi.org/10.1080/09658416.2012.733400
  • Akbari, R. (2008). Transforming lives: Introducing critical pedagogy into ELT classrooms. ELT Journal, 62(3), 276–283. https://doi.org/10.1093/elt/ccn025
  • Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of educational objectives. Longman.
  • Appleby, R., & Pennycook, A. (2017). Swimming with sharks, ecological feminism and posthuman language politics. Critical Inquiry in Language Studies, 14(2–3), 239–261. https://doi.org/10.1080/15427587.2017.1279545
  • Bakhtin, M. M. (1981). The dialogic imagination: Four essays C. Emerson & M. Holquist ( Trans.), University of Texas Press.
  • Banegas, D. L., & Villacañas de Castro, L. S. (2016). Criticality. ELT Journal, 70(4), 455–457. https://doi.org/10.1093/elt/ccw048
  • Benesch, S. (2020). Emotions and activism: English language teachers’ emotion labor as response to institutional power. Critical Inquiry in Language Studies, 17(1), 26–41. https://doi.org/10.1080/15427587.2020.1716194
  • Block, D. (2015). Structure, agency, individualization and the critical realist challenge. In P. Deters, X. Gao, E. R. Miller, & G. Vitanova (Eds.), Theorizing and analyzing agency in second language learning (pp. 17–36). Multilingual Matters.
  • Chan, E. L. (2016). Student voices inform practice: Perceptions of linguistic and cultural discrimination. In C. Hastings & L. Jacob (Eds.), Social justice in English language teaching (pp. 135–146). TESOL International Association.
  • Chew, P. G.-L. (2013). The use of Singlish in the teaching of Islam. World Englishes, 32(3), 380–394. https://doi.org/10.1111/weng.12038
  • Crookes, G. V. (2013). Critical ELT in action: Foundations, promises, praxis. New Routledge. https://www.routledge.com/Critical-ELT-in-Action-Foundations-Promises-Praxis/Crookes/p/book/9780415883498
  • Crookes, G. V. (2021). Critical language pedagogy: An introduction to principles and values. ELT Journal, 75(3), 247–255. https://doi.org/10.1093/elt/ccab020
  • Department of Economic and Social Affairs. (n.d.). Sustainable development: The 17 goals. United Nations. https://sdgs.un.org/goals
  • Firdaus, F. (2017, August 3). ‘A tragic, forgotten place.’ Poverty and death in Indonesia’s land of gold. TIME. https://time.com/4880190/papua-poverty-shootings-justice-paniai/
  • Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. Bergin & Garvey Publishers, Inc.
  • Freire, P. (2000). Pedagogy of the oppressed M. B. Ramos ( Trans.) (30th anniversary ed.). Continuum Books. Original work published 1968.
  • Gaudelli, W. (2009). Heuristics of global citizenship discourses towards curriculum enhancement. Journal of Curriculum Theorizing, 25(1), 68–85. https://journal.jctonline.org/index.php/jct/article/download/GAUDHEU/22
  • Guevara, K. (2022). Designing text message learning to more equitably reach students wherever they go: UNICEF SMS lessons for Venezuelan migrants/refugees. In J. Crawford & R. A. Filback (Eds.), TESOL guide for critical praxis in teaching, inquiry, and advocacy (pp. 326–343). IGI Global. https://doi.org/10.4018/978-1-7998-8093-6.ch016
  • Harbowo, N. (2020, August 21). Social justice has not been achieved, eastern Indonesia most left behind. KOMPAS. https://www.kompas.id/baca/english/2020/08/21/social-justice-has-not-been-achieved-eastern-indonesia-most-left-behind
  • Harman, R., & Khote, N. (2018). Critical SFL praxis with bilingual youth: Disciplinary instruction in a third space. Critical Inquiry in Language Studies, 15(1), 63–83. https://doi.org/10.1080/15427587.2017.1318663
  • Hastings, C., & Jacob, L. (Eds.). (2016). Social justice in English language teaching. TESOL International Association.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 30–39). Cambridge University Press. https://www.cambridge.org/at/cambridgeenglish/catalog/teacher-training-development-and-research/cambridge-guide-second-language-teacher-education-1
  • Huh, S. (2016). Instructional model of critical literacy in an EFL context: Balancing conventional and critical literacy. Critical Inquiry in Language Studies, 13(3), 210–235. https://doi.org/10.1080/15427587.2016.1154445
  • Jakar, V. S., & Milofsky, A. (2016). Bringing peacebuilding into the English language classroom. In C. Hastings & L. Jacob (Eds.), Social justice in English language teaching (pp. 41–48). TESOL International Association.
  • Jarvis, D. S. L. (2014). Regulating higher education: Quality assurance and neo-liberal managerialism in higher education—A critical introduction. Policy and Society, 33(3), 155–166. http://dx.doi.org/10.1016/j.polsoc.2014.09.005
  • Kapur, K. (2016). Gender sensitization as a learning outcome. In C. Hastings & L. Jacob (Eds.), Social justice in English language teaching (pp. 179–188). TESOL International Association.
  • Kubota, R., & Miller, E. R. (2017). Re-examining and re- envisioning criticality in language studies: Theories and praxis. Critical Inquiry in Language Studies, 14(2–3), 129–157. https://doi.org/10.1080/15427587.2017.1290500
  • Lo Bianco, J. (2017). Multilingualism in Education: Equity and Social Cohesion: Considerations for TESOL. In Summit on the Future of the TESOL Profession. TESOL. https://www.tesol.org/docs/default-source/advocacy/joseph-lo-bianco.pdf
  • López-Gopar, M. E. (Ed.). (2019). International perspectives on critical pedagogies in ELT. Palgrave Macmillan.
  • Mahboob, A. (2009). English as an Islamic language: A case study of Pakistani English. World Englishes, 28(2), 175–189. https://doi.org/10.1111/j.1467-971X.2009.01583.x
  • Maley, A., & Peachey, N. (Eds.). (2017). Integrating global issues in the creative English language classroom: With reference to the United Nations Sustainable Development Goals. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/PUB_29200_Creativity_UN_SDG_v4S_WEB.pdf
  • Mambu, J. E. (2018). Critical pedagogy in the ELF era: An Indonesian-based English language teacher educator’s reflection. In S. Zein (Ed.), Teacher education for English as a Lingua Franca: Perspectives from Indonesia (pp. 41–57). Routledge/Taylor & Francis. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203730522-3/critical-pedagogy-elf-era-joseph-ernest-mambu
  • Mambu, J. E. (2022). Co-constructing a critical ELT curriculum: A case study in an Indonesian-based English language teacher education program. TESOL Journal. Advance online publication. https://doi.org/10.1002/tesj.667
  • McEntee-Atalianis, L. J. (2017). “Leave no one behind”: Linguistic and digital barriers to the dissemination and implementation of the United Nations Sustainable Development Goals. Language Problems & Language Planning, 41(3), 217–244. https://doi.org/10.1075/lplp.00001.mce
  • A model of learning objectives. (n.d.). Iowa State University. Retrieved June 21, 2022, from https://www.celt.iastate.edu/wp-content/uploads/2015/09/RevisedBloomsHandout-1.pdf
  • Muhalim, M. (2022). Neoliberal ideology, faith-based higher education institutions, and English in Indonesia: Negotiating English teachers’ ideological formation. Globalisation, Societies and Education Advance online publication. https://doi.org/10.1080/14767724.2022.2033614
  • Nation, P. (2007). The four strands. Innovation in Language Learning and Teaching, 1(1), 2–13. https://doi.org/10.2167/illt039.0
  • Ngaka, W., Graham, R., Masaazi, F. M., & Anyandru, E. M. (2016). Generational, cultural, and linguistic integration for literacy learning and teaching in Uganda: Pedagogical possibilities, challenges, and lessons from one NGO. Journal of Language and Literacy Education, 12(1), 79–103. https://files.eric.ed.gov/fulltext/EJ1101029.pdf
  • Ortega, L. (2018). SLA in uncertain times: Disciplinary constraints, transdisciplinary hopes. Working Papers in Educational Linguistics, 33(1), 1–30. https://repository.upenn.edu/wpel/vol33/iss1/1
  • Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Erlbaum.
  • Pennycook, A. (2022). Critical applied linguistics in the 2020s. Critical Inquiry in Language Studies, 19(1), 1–21. https://doi.org/10.1080/15427587.2022.2030232
  • Pessoa, R. R., & de Urzêda Freitas, M. T. (2012). Challenges in critical language teaching. TESOL Quarterly, 46(4), 753–776. https://doi.org/10.1002/tesq.46
  • Poteau, C. E. (2016). Pedagogies, experiences, access, collaboration, and equality (PEACE): Reforming language pedagogies to promote social justice for undocumented immigrants. In C. Hastings & L. Jacob (Eds.), Social justice in English language teaching (pp. 233–246). TESOL International Association.
  • Rivera, J. D. H., Rodríguez, S. J., & Arellano, D. L. (2012). Opportunity and incentive for becoming bilingual in Colombia: Implications for Programa Nacional de Bilingüismo. Ikala, Revista de Lenguaje Y Cultura, 17(2), 199–213. https://revistas.udea.edu.co/index.php/ikala/article/view/11093/11734
  • Romaine, S. (2013). Keeping the promise of the Millennium Development Goals: Why language matters. Applied Linguistics Review, 4(1), 1–21. https://doi.org/10.1515/applirev-2013-0001
  • Royal, D. (2016). We are all environmental educators (whether we know it or not). In C. Hastings & L. Jacob (Eds.), Social justice in English language teaching (pp. 279–290). TESOL International Association.
  • Ruitang, B. A. (2016, April 21). Kartini and Indonesia’s conception of feminism. Medium. https://medium.com/@bobyandika/kartini-and-indonesia-s-conception-of-feminism-ae1af979205b
  • Saltford, J. (2003). The United Nations and the Indonesian takeover of West Papua: The anatomy of betrayal. RoutledgeCurzon.
  • Sebastian, L. C., & Arifianto, A. R. (2020). TRaNS special section on “growing religious tolerance in Indonesia. TRaNS: Trans-Regional and -national Studies of Southeast Asia, 8(1), 1–5. https://doi.org/10.1017/trn.2020.1
  • Sengupta, M. (2018). Transformational change or tenuous wish list? A critique of SDG 1 (‘End poverty in all its forms everywhere’). Social Alternatives, 37(1), 12–17. https://search.informit.org/doi/epdf/10.3316/informit.573646044161666
  • Sharma, B. K., & Phyak, P. (2017). Criticality as ideological becoming: Developing English teachers for critical pedagogy in Nepal. Critical Inquiry in Language Studies, 14(2–3), 210–238. https://doi.org/10.1080/15427587.2017.1285204
  • Smith, L. T. (2021). Decolonizing methodologies: Research and indigenous people (3rd ed.). Bloomsbury. https://www.bloomsbury.com/us/decolonizing-methodologies-9781786998132/
  • Socciarelli, M., Takeuchi, A., & Müller, I. M. G. (2020). Developing learners’ critical thinking skills by exploring social issues in project-based language learning: Three proposals. TESOL Working Papers Series, 18, 18–57. https://www.hpu.edu/research-publications/tesol-working-papers/2020/2_socciarelli_takeuchi_muller_social.pdf
  • Struckmann, C. (2018). A postcolonial feminist critique of the 2030 agenda for Sustainable Development: A South African application. Agenda: Empowering Women for Gender Equity, 32(1), 12–24. https://doi.org/10.1080/10130950.2018.1433362
  • Sulaiman, S. R. (2018, July 16). A guide to understanding the Freeport divestment deal. The Jakarta Post. https://www.thejakartapost.com/news/2018/07/13/a- guide-to-understanding-the-freeport-divestment-deal.html
  • Sulistyowardani, M., Mambu, J. E., & Pattiwael, A. S. (2020). Indonesian EFL teachers’ cognitions and practices related to social justice. Indonesian Journal of Applied Linguistics, 10(2), 420–433. https://doi.org/10.17509/ijal.v10i2.28614
  • Sunggingwati, D., & Nguyen, H. T. M. (2013). Teachers’ questioning in reading lessons: A case study in Indonesia. Electronic Journal of Foreign Language Teaching, 10(1), 80–95. https://e- flt.nus.edu.sg/wp-content/uploads/2020/09/v10n12013/sunggingwati.pdf
  • Truscott, A. (2016). Language rights and indigenous education in Australia. In C. Hastings & L. Jacob (Eds.), Social justice in English language teaching (pp. 119–134). TESOL International Association.
  • Vickers, A. (2013). A history of modern Indonesia (2nd ed.). Cambridge University Press.
  • Webster, N. L., & Valeo, A. (2011). Teacher preparedness for a changing demographic of language learners. TESL Canada Journal/Revue TESL Du Canada, 28(2), 105–128. https://doi.org/10.18806/tesl.v28i2.1075
  • Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.