Selected publications

2022  Critical literacy: A case from Argentina and its implications. In Paula Groves Price (Ed.), Race and Education. New York: Oxford University Press. doi:10.1093/acrefore/9780190264093.013.ORE_EDU-01753.R1] [co-author: Melina Porto]

Afterword. In M. Porto (ed.), From critical literacy to critical pedagogy in ELT: Using teacher-made materials in difficult contexts. Springer.

Critical literacy in English language teaching, bi/multilingualism, and translanguaging. In Pandya, J. Z., Mora, R. A., Alford, J., Golden, N. A.. & de Roock, R. S. (Eds.) The handbook of critical literacies (pp. 40-49). New York, NY: Routledge. (with Chris Chang-Bacon, Nihal Khote, & Robin Schell)

2021 Starting points in critical language pedagogy. Charlotte, NC: Information Age Press (with A. Abednia).

Critical language pedagogy: an introduction to principles and values. ELT Journal, 75(3), 247-255.

Critical Language Pedagogy and Task-Based Language Teaching: Reciprocal relationship and mutual benefit. Education Sciences, 11(6), 254-273. (With N. Ziegler)

2020  The use of K-pop culture in a critical EAP class. In V. Werner & F. Tegge (Eds.), Pop culture in language education. Routledge. (with H. Jung)

A short history of the peaceable discourse needed for critical language pedagogy: exploratory talk for critical dialogue. In P. Chamness Iida (Ed.), Readings in Language Studies (vol. 8). [Proceedings of the ISLS Conferences, 2017-2019]. Charlotte, NC: Information Age Press.

Navigating the job market. In L. Plonsky (ed.), Professional Development in Applied Linguistics: A guide to success for graduate students and early career faculty. John Benjamins Publishing Company. (with A. Long & K. Kyle)

2019  Raising quality through critical pedagogy in TESOL. In J. Martinez Agudo (Ed.), Quality in TESOL and Teacher Education. Routledge.

On-line language teacher education for a challenging innovation: Towards critical language pedagogy for Iran. In C. Combe, D. Tafazoli, H. Reinders & A. Littlejohn (eds.), Innovation in Language Teaching and Learning: The Case of the Middle East (pp. 241-261). Palgrave Macmillan. (with A. Abednia)

Critical literacy as a pedagogical goal in English Language Teaching. In X. A. Gao (ed.), Springer Second Handbook of English Language Teaching (pp. 255-275). Springer. (with A. Abednia)

Conceptions of L2 learning in critical language pedagogy. In J. W. Shwieter (ed.), The Cambridge Handbook of Language Learning (pp. 641-646). Cambridge University Press.

2018  Critical theories of SLA and their applications to reflective and effective teaching. In M. Zerraatpishe, A. Faravani, J. R. Kargozari, & M. Azarnoosh (eds.), Issues in applying SLA theories toward reflective and effective teaching (pp. 59-73). Rotterdam, Netherlands: Brill/Sense Publishers. DOI:10.1163/9789004380882_006 pdf

“Most of my students kept saying, ‘I never met a gay person’”: A queer English language teacher’s agency for social justice (with P. Bluth Leal). System, 79, 38-48. 10.1016/j.system.2018.06.005 pdf

“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. (with Bluth, P., Haeusler, A., Parba J., & West, G.) pdf

2017  Research timeline: Critical language pedagogy. Language Teaching, 55(1), 46-63.

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. pdf

Critical practitioner research in language education: Developing a research response under difficult circumstances (with Gordon West). In Seyyed Abdolhamid Mirhosseini (ed.), Reflections on Qualitative Research in Language and Literacy Education (pp. 139-156). Dordrecht, Netherlands: Springer. pdf

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 (with Kubanyiova, M.) pdf

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. pdf

2015 Redrawing the boundaries on theory, research, and practice concerning language teachers’ philosophies and language teacher cognition: Toward a critical perspective. Modern Language Journal. pdf

2014 The dynamics of language teacher belief in relation to institutional context: An Activity Theory approach. Korea TESOL Journal. (with A. Mastandrea.) pdf

2013 Critical ELT in action: Foundations, promises, praxis. Routledge.

2012 Epistemology and ontology. In L. Ortega et al. (eds.), Encyclopedia of Applied Linguistics. Cambridge University Press. 2012 Crookes ep & ont

Critical language pedagogy. In L. Ortega et al. (eds.), Encyclopedia of Applied Linguistics. Cambridge University Press. 2012 Crookes Critical pedagogy encyclopedia entry

2011 Language teachers’ philosophies of teaching: Bases for development and possible lines of investigation. Language and Linguistics Compass, 5, 1126–1136. pdf

2010 The practicality and relevance of second language critical pedagogy. Language Teaching, 43, 333-348. pdf

2009 Values, Philosophies, and Beliefs in TESOL: Making a Statement. Cambridge University Press.

Radical language teaching. In M. H. Long & C. Doughty (eds.). Handbook of Second and Foreign Language Teaching. Blackwell. pdf

2005 Resources for incorporating action research as critique into applied linguistics graduate education. Modern Language Journal, 89, 468-475. pdf

Indigenous critical traditions for TEFL? –  a historical and comparative perspective in the case of Korea. Critical Inquiry in Language Studies, 2(2), 95-112. (with H. Shin) pdf

Exploring the possibilities for EFL critical pedagogy in Korea –  a two-part case study. Critical Inquiry in Language Studies, (2)2, 112-138. (with H. Shin) pdf

Review of N. Bartels, ‘Applied linguistics and language teacher education’. Language Teaching Research, 9(3), 343-347.  pdf

2004 Second/Foreign Language program preservation  and advancement: Literatures and lessons for teachers and teacher education. Critical Inquiry in Language Studies, 1(4), 219-236. (with S. Talmy) pdf

2003 A Practicum in TESOL: Professional development through teaching practice. Cambridge University Press.

Critical conceptions of “professional” knowledge for the EF/SL teacher, and their implications for administrative orientation. In Z. Syed, C. Coombe, & S. Troudi (Eds.), TESOL Arabia 2002: Critical reflection and practice (pp. 42-79). Dubai, UAE: TESOL Arabia. pdf

2001 Toward a feminist critical pedagogy in a beginning Japanese as a foreign language class. Japanese Language and Literature: Journal of the Association of Teachers of Japanese, 35(2), 105-133. (with Y. Ohara and S. Saft) pdf

Introducing action research into the education of post-secondary foreign language teachers. Foreign Language Annals, 34(2), 131-140. (with P. Chandler) pdf

Guidelines for second language teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd. edn.; with C. Chaudron). New York: Heinle & Heinle. pdf

1999 Teaching idea sources and work conditions in an ESL program. TESOL Journal, 8(1), 15-19. (with L. Arakaki) pdf

1998 Aspects of process in a critical pedagogy teacher education course. TESOL Quarterly, 32(2), 319-328. (with A. Lehner) pdf

On the relationship between S/FL teachers and S/FL research. TESOL Journal, 7(3), 6-10. pdf

1997 What influences how and what second and foreign language teachers teach. Modern Language Journal, 81(1), 67-79. pdf

SLA and teachers; a socio-educational perspective. Studies in Second Language Acquisition, 19, 93-116. pdf

1994 The meaning of innovation for ESL teachers  (with L. DeLano & L. Riley).  System (22)4, 487-496. pdf

1993 Cognitive and social determinants in the context of discovery in SLA (with Alan Beretta).  Applied Linguistics, 14, 250-275. pdf

Action research for SL teachers—going beyond teacher research. Applied Linguistics, 14(2), 130-144. pdf

Tasks and language learning: integrating theory and practice (edited with S. Gass. Clevedon, UK: Multilingual Matters).

Tasks in a pedagogical context: integrating theory and practice (edited with S. Gass. Clevedon, UK: Multilingual Matters).

Units of analysis in syllabus design (with M. H. Long). In G. Crookes & S. Gass (Eds.), Tasks in a pedagogical context (pp. 9-54). Philadelphia, PA: Multilingual Matters.

1992 Theory format and second language acquisition theory. Studies in Second Language Acquisition, 14(4), 425-4501992 Crookes theory format

Metatheory for second language teaching. UH Working Papers in ESL, 11(2), 15–52. 1992 Crookes Working papers- ‘Metatheory’

Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-56. (with M. H. Long) pdf

1991 Motivation and second language learning: reopening the research agenda. Language Learning, 41(4), 469-512. (with R. W. Schmidt) pdf

Second language speech production research: a methodologically-oriented review. Studies in Second Language Acquisition, 13(2), 113-132. pdf

Power, effect size, and second language research: another researcher comments. TESOL Quarterly, 25(4), 762-765. 1991 Lazaraton, Crookes TQ

The utterance, and other basic units of second language discourse analysis.  Applied Linguistics, 11(2), 72-87. 1990 Crookes utterance

Principles of second language teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd. edn., pp. 46-67; with C. Chaudron). New York: Newbury House. Crookes Chaudron 1991

1990 Grassroots action to improve ESL programs. UH Working Papers in ESL, 8(2), 45-62. pdf

1989 Planning and interlanguage variation.  Studies in Second Language Acquisition, 11(4), 367-3831989 Crookes planning

1988 The role of the practicum in ESL teacher training programs. TESOL Quarterly 22(1), 9-27. (with J. C. Richards) pdf

Topic and feedback in native-speaker/non-native speaker discourse. TESOL Quarterly, 22(4), 675-681. (with K. Rulon) pdf

Reliability and validity in second language classroom research.  Technical report no. 8, Center for Second Language Classroom Research, Social Science Research Institute, University of Hawai’i (with C. Chaudron and M. H. Long). pdf

Planning and monitoring in second language development. Technical Report no. 6, Center for Second Language Classroom Research, Social Science Research Institute, University of Hawai’i. pdf

1987 Differential effects of corrective feedback in native speaker – nonnative speaker conversation.  In R. R. Day (Ed.), Talking to Learn: Conversation in Second Language Acquisition (pp. 229-236). Rowley, MA: Newbury House (with  C. Brock, R. R. Day and M. H. Long). pdf

Intervention points in second language classroom processes. In B. Das (Ed.), Patterns of classroom interaction in Southeast Asia (pp. 177-203). Singapore: RELC (with M. H. Long). pdf

1986 Towards a validated analysis of scientific text. Applied Linguistics, 7(1), 57-70. pdf

Task classification: a cross-disciplinary review. Technical Report no. 4, Center for Second Language Classroom Research, Social Science Research Institute, University of Hawai’i. pdf

 

2022