@article{article_770219, title={What do Pre-service English Teachers Serve? A Critical Pedagogical Perspective}, journal={OPUS International Journal of Society Researches}, volume={17}, pages={522–534}, year={2021}, DOI={10.26466/opus.770219}, author={Ordem, Eser}, keywords={neoliberalizm, otoetnografi, neokolonyalizm, eleştirel pedagoji, hizmet öncesi}, abstract={Pre-service English teachers have been the object of many studies in the discipline of English language teaching. However, what they have served has been rarely questioned and investigated. Critical pedagogy can help researchers interrogate why English has spread dramatically. An autoethnographic research method was used in this study to present the observations, experiences and beliefs of an insider’s perspective. I utilized the tenets of critical pedagogy to criticize the term pre-service. My main question was what pre-service English teachers served. I problematized this term to open broader space for the deconstruction of neoliberal policies and criticizing the colonial minds. I believe that English language teaching has been used as an indispensable part of neoliberal policies emanating from colonial minds of Anglo-America. Pre-service English teachers should be given the opportunity to criticize English-centric policies and to protect linguistic human rights. ELT departments can present platforms where pre-service itself can be resisted and opposed by the students. Aware of the colonial background, the ELT departments can radicalize student teachers through emancipatory and transformative curricula that prioritize linguistic human rights instead of English-centered linguicist practices. In addition, naming and labeling can be discussed in collaboration with ELT students instead of using the pre-service English teachers since serving may have negative connotations in relation to neoliberalism and neocolonialism.}, number={33}, publisher={İdeal Kent Yayınları}