Critical Literacy with Adolescent English Language Learnersprovides a comparative analysis of the official position of critical literacy in English language education policy for adolescents in four global contexts: Australia, the United Kingdom, Sweden and the United States. English language learners in schools are often not given the same exposure to critical literacy as their English-speaking counterparts, because it is seen as too difficult for them. This book focuses on critical literacy with these particular learners, and is therefore an important and innovative addition to extant literature. Drawing on empirical case study research conducted in Australia, this book provides detailed exploration of the ways teachers understand and teach critical literacy with adolescent English language learners from highly diverse cultural and linguistic backgrounds. How official policy representations are taken up, rejected, augmented and altered by English language teachers is also explored. Lastly, Alford considers how these empirical findings can provide insights for those teaching in other global educational contexts. Empirically based and accessibly written, this timely book will be of interest to a wide range of academics in the fields of adolescent literacy education; English language learning and teaching; education policy analysis; and critical discourse studies; as well as teachers, postgraduate students and policymakers. | Critical Literacy With Adolescent English Language Learners by Jennifer Alford, Hardcover | Indigo Chapters