Through a pedagogical lens, this literature review highlights how social class, as a primary analytical construct for understanding identity in English language learner instruction, interacts with teacher class identity while creating implications for teaching and learning. In the past two decades, race, class, and gender have been the foci in TESOL identity research, yet race and gender have often been privileged as primary constructs of analysis while class is relegated to tertiary status. The article reviews poststructuralist identity theories in linguistics/TESOL to analyze the concept of multiple subjectivities as dynamic, shifting, conflicting, and situated in particular sociohistorical contexts. Then, through a multidisciplinary approach, the author discusses teacher identity conceptualization and draws from TESOL research on race/racial privilege to illustrate ways in which teacher privilege may result from student positionality based on social class for English language learners in primary and secondary public schools. Concluding with implications for the field, the author suggests future avenues of research on social class in the second language classroom.
This entry explores the historical development of critical pedagogy, with particular attention to its emergence from Marxist critical theory. Foundational theoretical components of critical pedagogy from the work of Paulo Freire, such as critical consciousness, praxis, and dialogue, are discussed in relation to their application in other educational contexts, and alongside examples of critical teaching and scholarship in TESOL. A section covering pedagogical implications includes tensions between theory and practice and concludes with an emphasis on principles in process rather than specific methods or strategies.
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