Graham V. Crookes

Engagement measures in language education often mix what learners do with what they say they are prepared to do, and the two are not the same thing. This study treats readiness as a construct in its own right. Planned engagement was defined as the psychological preparation that precedes visible participation. This study examines that earlier stage through the concept of planned engagement among 213 learners of L2 Arabic at Indian universities. Drawing on the Theory of Planned Behavior (TPB), the model combines intention, attitude toward behavior, subjective norms, and perceived behavioral control with enjoyment and anxiety. These six Lower-Order Constructs (LOCs) were examined as indicators of a reflective-reflective Higher-Order Construct (HOC). Data came from a 26-item bilingual Arabic-English questionnaire and were analyzed using partial least squares structural equation modeling (PLS-SEM). Intention, attitude toward behavior, and perceived behavioral control were most closely related to the HOC, followed by subjective norms and enjoyment, whereas anxiety showed an inverse relationship. The pattern suggests that planned engagement can represent a shared state of readiness before learners participate. Rather than treating readiness as engagement itself, the measure keeps the two apart. It may therefore help researchers and instructors examine how prepared learners feel to take part before their classroom behavior is observed.

Introduction to the themed dossier, "ENGLISH LANGUAGE EDUCATION FOR SOCIAL JUSTICE: EPISTEMOLOGIES AND PRAXIS," guest edited by ProfessorsLeonardo da Silva (UFSC), Priscila Fabiane Farias (UFSC), and Graham V. Crookes (University of Hawaii at Manoa)

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.

This study examines the enactment of Global Englishes (GE) curriculum in public high school English as a foreign language classrooms in South Korea. Data collection involved pre‐ and post‐course surveys (N = 217, nine classrooms), students' written responses, and their oral presentations. The findings highlight the necessity of adopting a critical perspective as the initial step to incorporate GE in these classrooms. They also recommend integrating GE curriculum within the existing assessment framework. After curriculum enactment based on critical pedagogy and GE took place over the course of a year, the results from the post‐course survey indicated positive changes in students' receptiveness to GE, their perceptions of Outer Circle varieties, and their confidence in engaging in intercultural communication. Students' written responses also demonstrated an enhanced critical awareness of GE‐related issues. However, there was no significant change in their perceptions regarding the exclusion of GE in listening tests, their low preference for Expanding Circle varieties, and their limited multicultural communication skills. The pedagogical implications of this study are relevant not only for GE educators but also for those who enact locally driven curriculum innovations within test‐oriented contexts.

A análise de necessidades costuma ser a primeira etapa do planejamento de um currículo de línguas adicionais; no entanto, o processo deve ser diferenciado quando implementado no contexto específico do ensino de línguas adicionais em ambientes escolares indígenas. O presente documento propõe um processo colaborativo de análise crítica de necessidades para o desenvolvimento de materiais didáticos críticos de línguas adicionais para uma escola indígena. É apresentada uma visão geral histórica da análise de necessidades no ensino regular de línguas adicionais, seguida de uma discussão de trabalhos mais recentes sobre análise de necessidades a partir de uma perspectiva crítica. As contribuições teóricas são então consideradas no contexto das experiências do primeiro autor na condução de uma análise de necessidades para o desenvolvimento de materiais de vocabulário trilíngue para o ensino de inglês como língua adicional em uma escola indígena Krahô no Tocantins, Brasil. O relato do que foi feito é usado para desenvolver uma perspectiva sobre quais devem ser os conceitos e procedimentos de uma análise critica de necessidades orientada para indígenas . Fontes conceituais como a Pesquisa de Ação Participativa, a entrevista ativa e uma perspectiva dialógica sobre os instrumentos de análise de necessidades são defendidas como um meio de alinhar a prática da análise de necessidades com as perspectivas críticas e indígenas, identificando e fornecendo respostas preliminares às lacunas conceituais que ainda precisam ser preenchidas por trabalhos futuros nessa área.

In this final contribution, the authors of the Special Issue reflect collaboratively on the work gathered in the Special Issue

Readers of the journal Education Sciences will be broadly aware that within educational research as a whole, a position exists that analyzes educational issues and researches questions from an overall contextual perspective that locates them in respect to values such as equity, liberty, and social justice

Critical language pedagogy, teaching languages for social justice, is considered in terms of its history and principles. Several sets of principles, from different periods of the development of this literature, are juxtaposed. A connection is drawn from the possible values held by language teachers to the values espoused by critical language pedagogy. These are specified as democratic values, associated with equality, freedom, and solidarity. Values are identified as a means by which language teachers considering this perspective could approach it.

Curriculum development and empirical research in the field of second language acquisition could benefit the field of critical language pedagogy (CLP) and its practitioners. This article reviews central concepts in the organization of curriculum in CLP and compares them with another major curricular initiative in second language teaching, namely task-based or task-supported approaches, with particular emphasis on task-based language teaching. Content itself (as in activities or materials) and the role of metacognitive instruction are considered. A real-world example of a task-based or task-supported short-term program is reviewed as exemplifying some areas of contact or benefit.