As such, the following analysis will seek to provide an overview and understanding of how educators, as well as fellow stakeholders, can develop effective responses to issues of language in power. It is the hope of this particular author that such a level of discussion will be beneficial; not only in providing a broader level of identification and understanding of the subject matter of module two – but also in terms of effectively understanding the many nuanced impacts that language has upon the life of the individual student and stakeholder within society. Similarly, a specific focus will also be placed upon pedagogical responses to my: such as critical literacy, critical pedagogy, critical multiculturalism, and other aspects that are oftentimes included in core curricula around the globe.
In terms of critical pedagogy and critical multiculturalism, Alastair Pennycook indicates that one of the major issues facing educators within the current era has to do with the interpretation of teaching ESL students; or more specifically (Teaching English to Speakers of Other Languages (TESOL). Within his article, entitled “Critical Moments in TESOL Praxicum”, Pennycook indicates there is a certain stigma that is attached to teaching these students; a stigma that most directly relates to an understanding that TESOL education is a type of grunt work – something that no other educator wants. As can directly be seen, the implication of this has for critical pedagogy and critical multiculturalism is one in which these students are oftentimes understood or viewed in terms of the “untouchables” (Pennycook, 2004). Whereas it is oftentimes not the race, gender, or culture of the ESL student that encourages certain educators to make this assessment, the impact of lack of desire, lack of passion, or lack of interest in