ABSTRACT
This chapter builds on discussions in previous chapters and demonstrates how critical approaches to contemporary English language teaching impact TESOL teacher education. It defines such concepts as English language teacher expertise and teacher identity and discusses how TESOL candidates can be prepared to be transformative intellectuals ready to enact critical culturally responsive pedagogy. Special attention is paid to participatory pedagogy and postmethod as approaches that can be used to prepare reflective culturally responsive language educators who understand nuances and benefits of multilingual education informed by critical participatory approaches to learning English as an additional language.
