Abstract
Critical practices for promoting English language learners’ global and multicultural perspectives become more important in this global and interconnected world operating under systems of power, ideology, and hegemony. Grounded in the theoretical framework of critical global literacies and its explicit connection to pedagogy, the purposes of this qualitative case study with three middle school English language learners are (1) to introduce instructional practices to promote critical global literacies in English as a second language (ESL) classrooms and (2) to discuss how English language learners respond to these critical practices in a middle school ESL pull‐out setting. This article highlights the findings of the students’ engagement through their actual voices and responses to the classroom activities. These findings challenge the preconceived notion that critical practices might be daunting to implement with English language learners. The findings also provide implications and practical suggestions on how to support students’ language and literacy learning through the process of empowerment as socially and globally oriented individuals in this ever‐changing, interconnected world.
Published Version
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