As Korea has recently become a multicultural society, English teachers acknowledge the need to address anti-racism in the classroom. However, how to raise students’ racial awareness and ways to incorporate racial issues into English language instruction have not been sufficiently studied in the Korean teacher education context. The aims of this study were to provide pre-service English teachers with a guide to implementing antiracist pedagogy in their language teaching and assessing its impact on their racial literacy development and to examine how pre-service English teachers’ racial literacy can be developed through multiple self-reflective practices and microteaching experiences in their teacher education programs. This paper first introduces an anti-racist curriculum for pre-service English teachers intended to raise their multicultural awareness, and then provides multiple educational resources and teaching strategies to help them become culturally responsive language teachers. The paper concludes with some pedagogical implications regarding the necessity of including culturally responsive teaching in teacher education programs.

1. INTRODUCTION
2. Literature Review
    2.1. Multicultural Education
    2.2. Anti-Racist Pedagogy and Racial Literacy
3. METHODOLOGY
    3.1. Background of the Study
    3.2. Anti-Racist Pedagogy in Action
4. Findings
    4.1. The Importance of Culture in English Language Learning and Teaching
    4.2. The Influences of the Culturally Responsive Teaching Curriculum onPETs’ Cultural Awareness
    4.3. Professional Development Through Learner-Centered andCollaborative Learning
5. DISCUSSION
6. CONCLUSION
REFERENCES

• Youngjoo Seo(Pre-service English teachers’ reflections on culturally responsive teaching in teacher education) Corresponding Author