TESOL Journal. 2019;00:e470. wileyonlinelibrary.com/journal/tesj | 1 of 15 https://doi.org/10.1002/tesj.470 © 2019 TESOL International Association DOI: 10.1002/tesj.470 EMPIRICAL FEATURE ARTICLE Engaging English language learners with critical global literacies during the pull‐out: Instructional framework Özge Yol | Bogum Yoon Binghamton University Critical practices for promoting English language learners’ global and multicultural perspectives become more impor- tant in this global and interconnected world operating under systems of power, ideology, and hegemony. Grounded in the theoretical framework of critical global literacies and its ex- plicit connection to pedagogy, the purposes of this qualitative case study with three middle school English language learn- ers are (1) to introduce instructional practices to promote crit- ical global literacies in English as a second language (ESL) classrooms and (2) to discuss how English language learn- ers respond to these critical practices in a middle school ESL pull‐out setting. This article highlights the findings of the stu- dents’ engagement through their actual voices and responses to the classroom activities. These findings challenge the pre- conceived notion that critical practices might be daunting to implement with English language learners. The findings also provide implications and practical suggestions on how to support students’ language and literacy learning through the process of empowerment as socially and globally oriented individuals in this ever‐changing, interconnected world. 1 | INTRODUCTION Critical practices promoting English language learners’ (ELLs’) global and multicultural perspectives are important in this interconnected global era. The growing shift of populations around the world, increasing use of technologies, and changing political and economic forces constantly change the dynamics in the world. Recognizing that classrooms are microcosms (Darvin & Norton, 2017), we