Critical Race Praxis in English Language Teacher Education: Translating Critical Awareness into Concrete Transformation

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 1
  In Roundtable Session: Teacher Education at the Crossroads: Critical Praxis, Policy, and Possibility

Abstract

This systematic review examines how critical race praxis can effectively dismantle linguistic racism in English language teacher education. Following PRISMA guidelines, 36 peer-reviewed studies from ERIC ProQuest and Google Scholar databases were analyzed. The review employed Yamamoto’s critical race praxis and Freire's critical pedagogy as analytical frameworks to identify pedagogical interventions across four levels: intrapersonal (reflective practices, critical autobiographies), interpersonal (structured dialogues, cross-cultural exchanges), institutional (curriculum redesign, policy changes), and epistemological (translingual approaches, non-Western pedagogies). While studies demonstrated increased critical awareness and shifts in language ideologies, evidence of sustained institutional transformation remained limited. The review reveals significant gaps between theoretical consciousness and systematic implementation. Findings demonstrated that sustained institutional commitment and systematic evaluation are needed for lasting transformation.

Author

• Abdulmalik Abiola Salman, The University of Alabama