From Critical to Transformative Language Pedagogy by Way of Emotions and Posthumanism: Using Literature for ELF Transformation

Graham V. Crookes; Alessia Cogo

doi:10.5007/2175-8026.2025.e109435

Autores

Graham V. Crookes University of Hawaiʻi at Mānoa https://orcid.org/0000-0003-4379-8553
Alessia Cogo University College London https://orcid.org/0000-0001-5063-849X

DOI:

https://doi.org/10.5007/2175-8026.2025.e109435

Palavras-chave:

Posthumanism, Transformative learning, Critical language pedagogy, ELF, Literature

Resumo

This article draws from work on transformative learning and posthumanism to suggest means by which critical language pedagogy could be extended. Current English Language Teaching (ELT) teacher development with English as a Lingua Franca (ELF) in focus is proposed as a site within which to consider future transformative work, possibly incorporating posthumanist themes. Sample activities based on emancipatory and transformative uses of literature in a plan for future language teacher development are outlined.

Biografia do Autor

Graham V. Crookes, University of Hawaiʻi at Mānoa

Professor at the University of Hawaiʻi at Mānoa, Department of Second Language Studies. His research activities focus on critical language pedagogy, emotion, motivation, and philosophies of teaching and education.

Alessia Cogo, University College London

Dr. Cogo is Editor-in-Chief of ELT Journal and one of her research areas focuses on English as a Lingua Franca and applications for language teaching

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