Moore Hall 402
Dr. Crookes’s main research and teaching interests at present are critical language pedagogy and language teachers developing philosophies of teaching. More generally, he remains broadly interested in the methodology of second language teaching and teacher development. In recent semester his seminar teaching has included material on emotion and motivation in second language teaching and learning. Very recently he has begun exploring the role of coaching and dialogue in professional development. Besides teaching regular graduate and undergraduate courses for the Department of SLS, he has conducted courses and workshops for teachers especially on teaching methodology, action research, and critical pedagogy, in a variety of settings around the world, including Colombia, Denmark, Korea, Kyrgyzstan, Singapore, and Vietnam.
Crookes, G. V. (with Bluth, P., Haeusler, A., Parba J., & West, G.). (2018). “How did you become political?”: Narratives of junior researcher-practitioners in applied linguistics. In Seyyed-Abdolhamid Mirhosseini (ed.), Special issue, Critical Inquiry in Language Studies.
Crookes, G. V. (2017). Critical language pedagogy given the English Divide in Korea: A suite of practices, critique, and the role of the intellectual. English Teaching [Korea], 72(4), 3-21.
Crookes, G. V. (with West, G.). (2017). Critical practitioner research in language education: Developing a research response under difficult circumstances. In Seyyed Abdolhamid Mirhosseini (ed.), Reflections on Qualitative Research in Language and Literacy Education (pp. 139-156). Dordrecht, Netherlands: Springer.
Crookes, G. V. (2016). Educational perspectives on ELT: society and the individual; traditional, progressive and transformative. In G. Hall (ed.), The Routledge Handbook of English Language Teaching (pp. 64-76). New York: Routledge.
Crookes, G. V. (with Kubanyiova, M.). (2016). Re-envisioning the roles, tasks, and contributions of language teachers in the multilingual era of language education: Research and practice. Modern Language Journal, 100(S1), 117-132
Crookes, G. V. (2015). Redrawing the boundaries on theory, research, and practice concerning language teachers’ philosophies and language teacher cognition: Toward a critical perspective. Modern Language Journal, 99(3), 485-499.
Crookes, G. V. (2013). Critical ELT in action: Foundations, promises, praxis. Routledge.