ABSTRACT
This chapter reports on a teacher education curriculum development project conducted in 2018 with 3rd-year pre-service teachers in a compulsory course named English as Language of Learning and Teaching (LOLT) at a South African university. The broad aim of the course is to improve the English performance of students in order that they might enter schools and teach confidently and competently across disciplines in English. The course was designed to challenge entrenched linguistic and cultural prejudices through defamiliarisation. Social justice topics and strategically managed group processes were designed to lead students beyond familiar, dominant narratives, thereby cultivating reflections and reflexivity. The data consisted of course-related written reflections and follow-up focus group discussions. Students reported having improved their confidence and performance in critical literacy in English. It is recommended that pre-service teacher training be led by enquiry-based learning to make English-medium instruction more inclusive.
