Gregory Paul Glasgow
Kanda University of International Studies
About
Dr. Gregory Paul Glasgow is an Associate Professor at Kanda University of International Studies. His research bridges Content and Language Integrated Learning (CLIL), digital discourse analysis (DDA), and critical applied linguistics / critical language pedagogy to examine themes of identity, race, Global Englishes, and the sociopragmatics of intercultural communication. His recent book, Black Teachers of English(es) in Japan: Transnational, Professional, and Pedagogical Encounters (Multilingual Matters, 2025), uses DDA of Web 1.0 and 2.0 platforms to explore how prospective and practicing Black educators in international English Language Teaching (ELT) contexts critically reflect on how race shapes their professional and personal experiences. Dr. Glasgow is also currently investigating how Computer-Assisted Language Learning (CALL) and generative AI can support the development of ethnoracial and diversity literacy in the EFL classroom.Sessions
Presentation Leveraging CALL for ALL through Critical Language Pedagogy-as-Praxis more
Sat, Jul 19, 16:20-16:45 Asia/Tokyo
How can CALL technologies contribute to a critical language pedagogy (CLP) that promotes transformative educational practices within and beyond the classroom? In this talk, I problematize the politicized discourses surrounding diversity, equity, and inclusion (DEI) that originate in the West, and advocate for an approach to diversity that is more context-sensitive, especially as it relates to ELT in Japan The concept of CLP-as-praxis is introduced as a mindset inside and outside of classroom contexts which enhances students’ and educators' diversity literacy, geoliteracy, and critical language awareness. I also consider research trajectories for language educators seeking to investigate best practices in fostering culturally responsive and inclusive CALL-mediated learning environments. Through the reframing and reimagining of the role of CALL, educators are encouraged to critically reflect on their own pedagogical philosophies and roles in fostering inclusive, locally grounded, and pluralistic understandings of the world.