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Increasingly aware of the “critical” turn in our disciplines, we offer a partial survey of scholarship in two key realms—English for academic purposes (EAP) and globalization—where the term “critical literacy” has particular relevance. We begin by addressing some key concepts and ideological tensions latent beneath the term “critical.” We then address the pedagogical priorities that arise from this conceptualization, in particular, the use of texts to distance individual and group identities from powerful discourses. Next, we review studies that demonstrate how different teachers and researchers have engaged in unraveling and cross-questioning the rhetorical influences of various texts types, including multimodal ones. In the final section, we discuss the intertwined processes of homogenization and diversification arising from the economic, cultural, and political strains of globalization with particular emphasis on their implications for critical literacies and language education.

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In this article, we treat language teacher identity as foundational to educational practice and see Foucault's (, ) notion of ethical self‐formation, and its adoption in teacher education research by Clarke (, , ), as providing a potential vehicle for understanding the development of teacher agency and critical identity work. We use the 4 axes of Foucault's () approach to ethical self‐formation, as captured in Clarke's () “Diagram for Doing Identity Work,” in exploring a case study of an elementary reading and language arts teacher who worked in a multilingual inclusion classroom with exceptional (i.e., learning disabled) and mainstreamed students. We consider the relevance of how this teacher's identity developed over the course of 7 interviews, spanning 9 years, for teacher identity work in language teacher education (LTE). In doing so, we foreground the critical as well as the dangerous potential of all teachers’ identity work and argue for the importance of nurturing teachers’ reflective, action‐oriented identity practices as well as fostering a self‐awareness of language teachers as ethical subjects “acting on others” (Foucault, , p. 262) even as they struggle within power relations that press upon educational practices and discourses.

In this article, the notion of dissent refers to a more critical, ideological orientation to advocacy for and by TESOL professionals. The notion of domestication refers to identity‐forming practices in the knowledge base of language teacher education (LTE) and in professional certification processes that potentially displace this critical orientation. After a discussion of field‐internal examples (e.g., epistemic dependencies, Kumaravadivelu, 2012; linguistics applied, Widdowson, 1980; language objectification, Reagan, 2004), the article takes up a specific context of domestication: TESL Ontario's accreditation processes and requirements for the certification of adult instructors of ESL (English as a second language). Examining organizational documents and membership survey data, the article suggests that the framing of advocacy is inadequate for the conditions of underemployment and overqualification in this jurisdiction. The article then suggests an alternative for fostering critical advocacy skills in preservice programming: an Issues Analysis Project, in which teachers identify a “gap” in the field (i.e., pedagogical, ideological) and design a blueprint for action (e.g., advocacy letter, policy statement, workshop, curricular innovation) that potentially offers a resolution. The conclusions take up the broader implications of the study for language teacher identity negotiation as well as the TESOL organization's efforts in promoting advocacy amongst its membership.