ABSTRACT
This chapter is motivated by a need to fill a lacuna in empirical evidence of an English language teacher educator’s reflexive accounts on the incorporation of critical pedagogy into the English language teaching (ELT) classroom. This is particularly relevant in Indonesia, where English as a lingua franca (ELF) encounters are inevitable between teacher educators and student-teachers, and among the student-teachers themselves. Drawing primarily on the literature of ELF, critical pedagogy in the ELT literature, and the sociocultural perspective of L2 teacher education, I explore two themes: the situated nature of my own Critical Pedagogy & Literacy class impacted by the discourse of the ASEAN Economic Community; and my attempts to have a dialogue on social justice with my student-teachers. To illustrate these themes, I examine a classroom transcript in a class session, a task sheet and newspaper opinion articles used in the class session, excerpts from my own reflective journal, and dialogic exchanges on Schoology. This chapter concludes with a discussion about self-driven professional development when scaffolding student-teachers to negotiate or co-construct notions of ASEAN-awareness and social justice as part of using ELF in the era of the ASEAN Community.
