In the context of Black Lives Matter, decolonizing initiatives, #MeToo, climate emergency protests and other movements for social and environmental justice, this volume posits a simple question: how can modern languages be taught so that they challenge rather than reinforce social inequalities?
Informed by interdisciplinary theories, Critical Pedagogies for Modern Language Education focuses on practical discussions of case studies in areas directly relevant to the classroom contexts of modern languages educators. The volume transforms modern language educators and the modern language profession by putting the politics of language teaching at the centre of its analysis. With case studies covering 12 languages (Modern Standard Arabic, Dutch, English, French, German, Levantine, Mandarin, Portuguese, Spanish, Swahili, Swedish, Tamazight) across 14 countries and regions (Austria, Brazil, China, France, Italy, Kenya, the Levant, Morocco, the Netherlands, Palestine, Spain, Sweden, the UK, and the USA), the contributors cover a wide range of theories, including critical discourse analysis, activist pedagogies, culturally sustaining pedagogy, linguistic justice and translanguaging.
With student-teacher collaboration at its heart, critical modern languages pedagogy unmasks the ideologies and hegemonies that lie behind mainstream language use and affirms the value of minority linguistic and cultural practices. The volume thus provides transformative approaches to modern languages teaching and learning that respond to the key social concerns of the 21st century.
Arvustused
This edited volume urges us to engage with the liberatory and transformative potential of languages education and to actively reimagine our practice from critical, social justice and decolonizing perspectives. The carefully curated collection of chapters is underpinned by a diverse range of theoretical and conceptual frameworks as well as practical, polyphonic examples of classroom practice across sectors and geographical contexts. This compelling volume is essential reading for pre- and in-service language teachers and teacher trainers as well as researchers passionate about the enactment of critical language pedagogies. -- Adriana Díaz, Senior Lecturer in the School of Languages and Cultures, University of Queensland, Australia A forceful and passionate plea for incorporating politics into the language classroom. Fascinating case studies examine the teaching of 11 languages across 13 countries and discuss a range of current issues related to critical pedagogies and decolonization efforts in education. Should be of vital interest to any teacher of modern languages. -- Claire Kramsch, Emerita Professor of German and Affilate Professor of Education, University of California, Berkeley, USA
Muu info
Provides practical discussions of critical modern language pedagogies in global contexts, written by modern language educators for modern language educators.
Introduction: What is Critical Modern Languages Education? Derek Hird
(Lancaster University, UK)
Part I: Interculturality, Decolonization, and Decanonization
1. Existential Literacy: Promoting the Culture of the Dignity of all
Languages in Modern Languages Classroom, David Balosa (Independent Scholar)
2. English Teaching in the Global South: Interculturality, Postcoloniality
and Critical Pedagogy, Hamza Rboul (Education University of Hong Kong, Hong
Kong)
3. Pedagogical Stylistics and World Literature in English in Upper Secondary
Schools, Isabella Marinaro (Sapienza University of Rome, Italy)
Part II: Multilingualism, Translingualism and Linguistic Diversity
4. From Babble to Babel: Engaging Linguistic Diversity in the College
Classroom at Home and Abroad, Lucile Duperron (Dickinson College, USA)
5. Bridging Languages, Bridging Cultures: AFL Learners Translingual
Journeys, Sahar Alshobaki (Roehampton University, UK)
Part III: Beyond Stereotypes and Discrimination
6. Modern Language Pedagogy Beyond Sombreros and Toreros, Candace Skibba
(Carnegie Mellon University, USA)
7. Third-Person Pronouns, Gender and the Han Gaze in the Chinese Modern
Languages Classroom, Derek Hird (Lancaster University, UK)
8. On Facing Racism in ELT: Black Teachers and Racially Relevant Pedagogies
in Discussion, Gabriel Nascimento (Federal University of Southern Bahia,
Brazil)
Part IV: Textbook Discourses
9. The First Encounter: Representations of Gender and LGBTQ+ in Textbooks for
Learners of Dutch and Swedish as a Foreign Language, Josef Wikström (Comenius
University, Slovakia) and Juul Wolters (Independent Scholar)
10. For us foreigners, licking your fingers clean is a good habit: On
Learning Chinese and Learning about Discourse from Chinese-Language
Textbooks, Séagh Kehoe, Paul Kendall and Gerda Wielander (University of
Westminster, UK)
Part V: Teacher Education
11. Translanguaging in Austrian Primary Teacher Education, Theresa Guczogi
(University College of Teacher Education Vienna/Krems, Austria)
12. Learning Language in All Subjects - The Key for More Equal Opportunities:
A Mixed Methods Study on the Concept of Sprachliche Bildung (Integrative
Language Learning) in Primary Schools in Vienna and Lower Austria, Golriz
Gilak (University College of Teacher Education Vienna/Krems, Austria)
13. English for Creative Resistance: Critical Pedagogy in a Teacher Education
Programme in Palestine, Maria Grazia Imperiale (University of Glasgow, UK)
Index
Derek Hird is Senior Lecturer in Chinese Studies at Lancaster University, UK.
