Science Fiction and Political Imagination: ELLs Co-constructing Critical Social Justice Narratives in the ELT Classroom

Abstract Engaging with social, political, and cultural topics can pose challenges in English language teaching classrooms. These sites represent linguistically diverse settings housing distinct ideologies. This article documents classroom interactions that began exposure to a science fiction film progressed discussion of contemporary sociopolitical concerns resonated ELLs. Drawing on this case study, the explores how an instructor her ELL students addressed fiction–themed classroom. The author analyzes student–teacher student–student instructor’s subsequent self-reflection. Findings suggest that, when adopting intellectually stimulating materials foster ELLs’ agency learning, teachers need scaffolding meaningfully incorporate such tools into critical pedagogical approach.