This collection offers perspectives from established scholars on the theoretical and practical dimensions of English language education in a post-truth era.
Reflecting on the implications of contemporary sociocultural and cultural realities, the volume begins by outlining the conceptual and theoretical foundations for the teaching and learning of English as a platform for post-truth pedagogies.With a focus on relevant educational issues such as literacy, multimodality, interculturality and democratic citizenship, authors provide insight into the unique affordances of English language education in promoting students’ critical abilities. The remaining chapters explore these factors at play across empirical studies spanning multiple educational practices and contexts. Chapters feature scholarship on such issues as alternative facts, misinformation, conspiracy theories, taboos, persuasive messaging, binary thinking and polarisation, climate change and environmental awareness.
This book will be of interest to students and scholars in English language learning and teaching, multimodality, critical literacy studies, intercultural and democratic citizenship education, socio-semiotics and applied linguistics, as well as practitioners in these fields.
This collection offers perspectives from established scholars on the theoretical and practical dimensions of English language teaching and learning in the post-truth era.
PART I: Conceptual Issues,
Chapter
1. Post-truth pedagogies in English
language education: Key areas of concern Hild Elisabeth Hoff and Aud Solbjørg
Skulstad,
Chapter
2. The destabilisation of truth: A challenge to critical
literacy Hilary Janks,
Chapter
3. What does it mean to mean? Tracing the
theoretical turns towards post-truth literacy Frank Serafini and George
Hruby, PART II: Theoretical Issues,
Chapter
4. From dichotomy to complexity:
Popular music as a catalyst for moving beyond binary thinking Hild Elisabeth
Hoff,
Chapter
5. Learning tasks and persuasion in post-truth educational
contexts Aud Solbjørg Skulstad,
Chapter
6. Exploring linguistic taboos and
intercultural learning in the EAL classroom Daniel Becker, PART III:
EMPIRICAL ISSUES,
Chapter
7. Teaching multimodal news to children in the
post-truth era Fei Victor Lim and Jing Hui Melody Heng,
Chapter
8. Reading
political visuals: A study of Norwegian upper secondary EAL students
interpretations of visual meaning-making in US news reports Sigrid Ørevik,
Chapter
9. Critical approaches to conspiracy theories in the EAL classroom:
Deconstructing the great replacement theory Massimiliano Demata and Denise
Filmer,
Chapter
10. Pre-service English language teachers critical
engagement with multimodal texts: Navigating knowledge and imaginaries
Cecilie Waallann Brown and Milica Savi,
Chapter
11. Ecodialogic teaching and
learning in the post-truth era Hege Emma Rimmereide, Index
Hild Elisabeth Hoff is Associate Professor of English didactics at the University of Bergen, Norway, where she teaches and supervises students at BA, MA, and PhD levels.
Aud Solbjørg Skulstad is Professor of English didactics in the Department of Foreign Languages at the University of Bergen, Norway, where she teaches and supervises student teachers of English and PhD students.
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