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E-raamat: Routledge Handbook of the Sociopolitical Context of Language Learning [Taylor & Francis e-raamat]

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"The Routledge Handbook of the Sociopolitical Context of Language Learning is a compelling examination of how language education must adapt to our rapidly changing world. This book explores the need for a fresh perspective on language learning, moving beyond traditional methods to address the complexities of today's global landscape. It delves into the impact of geopolitical shifts, cultural exchanges, and social justice issues on language education. The book offers a blend of theoretical insights and practical approaches, highlighting how language learning intersects with global politics and cultural diversity. It examines case studies from various countries, including Ukraine and Oman, to reveal how language policies and practices are evolving in response to contemporary challenges. By integrating themes of identity, equity, and intercultural understanding, the book presents groundbreaking content that pushes for more inclusive and effective language education. Ideal for educators, policymakers, and anyone interested in the future of language learning, this book provides valuable perspectives on how to rethink and redesign language education to better serve a diverse and interconnected world. It offers practical strategies and thought-provoking analyses, making it an essential resource for navigating the complexities of modern language teaching and learning"--

The Routledge Handbook of the Sociopolitical Context of Language Learning is a compelling examination of how language education must adapt to our rapidly changing world. This book explores the need for a fresh perspective on language learning, moving beyond traditional methods to address the complexities of today’s global landscape. It delves into the impact of geopolitical shifts, cultural exchanges, and social justice issues on language education.

The book offers a blend of theoretical insights and practical approaches, highlighting how language learning intersects with global politics and cultural diversity. It examines case studies from various countries, including Ukraine and Oman, to reveal how language policies and practices are evolving in response to contemporary challenges. By integrating themes of identity, equity, and intercultural understanding, the book presents groundbreaking content that pushes for more inclusive and effective language education.

Ideal for educators, policymakers, and anyone interested in the future of language learning, this book provides valuable perspectives on how to rethink and redesign language education to better serve a diverse and interconnected world. It offers practical strategies and thought-provoking analyses, making it an essential resource for navigating the complexities of modern language teaching and learning.



The Routledge Handbook of the Sociopolitical Context of Language Learning is a compelling examination of how language education must adapt to our rapidly changing world. This book explores the need for a fresh perspective on language learning, moving beyond traditional methods to address the complexities of today’s global landscape.

Introduction

Section I: The New Sociopolitical Contexts of Language Learning

1. Present and Future of the Ukrainian Language Teaching and Ukrainian
Studies in Europe

2. Revisiting the Influence of Linguistic Hegemony in Oman: The Choice of
English as a Medium of Instruction

3. Does Thailands English Language Education Reflect Thainess? The Case of a
Thai Ideology in English Language Learning

4. Language Education Ideologies in Pakistani |Education Policies and
Newspapers: Ecology of Languages or Diffusion of English Paradigm?

5. The CEFR and English Language Curriculum Reform in Vietnamese Higher
Education: Tensions in Teacher Agency

6. Exploring Intercultural Dynamics in CFL: Experiences of International
Students in Chinese Higher Education

7. The Globalization of the Korean Language in the Context of South
KoreaChina Relations

Section II: Language Learning and Teaching as Advocacy and Social Justice

8. New Dogma for a Dogma-Averse Age: A Fantasy-Theme Analysis of Pedagogy of
the Oppressed

9. Teacher Candidates Perspectives on Addressing Social Justice in English
Language and Literature Classes through Critical Pedagogy

10. Bilingual Education Research in the U.S.: A Critical Analysis of School
Choice and Neoliberal Ideologies in Dual Language Programs

11. Implementing Sustainable Education Through Project-based Learning: A Case
Study of L2 Instruction in Tunisia

12. Negotiating Multilingual Language Education Through a Democratic
All-stakeholder Discussion in Cambodian Universities: The Teaching of
Less-Learned Languages Other Than English

13. Learning the Language of Gender and Feminism in Postcommunist Countries
of Central and Eastern Europe

14. Foreign Language Learning in a Welfare Linguistics Framework: The Case of
Japanese

Section III: Ideology, Identity, and Language Politics

15. Creating an Enemy as a Feature of Ideological Discourse: The Case of
Contemporary Russian Power in Relation to Ukraine

16. Language Ideologies and Politics of Language in Education in Southeast
Asia

17. Ideology, Language, and Education: The Linguistic Mechanism of Ideology
and Its Transformation

18. Learning from Totalitarianism: The Inculcation of Ideology through
Language

19. International Students and Neoliberal English-Medium Higher Education:
Contextualizing the Impact of Race and Language Ideologies

20. Western Language Ideology and Saudi English Identity

21. The Seesaw of Using Cantonese or Putonghua as the Medium of Instruction
for Teaching the Chinese Language Subject in Post-colonial Hong Kong Context:
A Storm in a Teacup?

22. Linguistic Characteristics and Strategies of Charismatic Speakers: A
Critical Discourse Analysis of Han Kuo-yus Political Speeches

23. Limits of Anthropocentrism: Representation of Environmental Ecology in
English Textbooks in Pakistan

Section IV: Innovative Approaches in Language Learning and Teaching in the
New Global Context

24. Towards Equitable, Diverse and Inclusive Language Models in AI-enhanced
Education Technology for Language Learners

25. Developing Critical Awareness and Regaining Personal Agency: Autonomous
Language Learning as a Personal Liberating Process

26. Learning Portuguese in the Context of Climate Change and The Amazon

27. Adaptive Learning Methods in Speech-Language Pathology: A Case Study
Exploration of Transformative Practices in the Post-Covid Era

28. Technology-enhanced Scenario-based Reading Assessment of Pre-service
English Teachers

29. Linguistic Landscapes as a Pedagogical Tool to Promote Global Citizenship
Skills: Envisioning the Role of Service Learning

30. Assessment of Academic Writing for Undergraduate Nursing Students During
COVID-19

31. Going Beyond War Metaphors: An Educational Intervention About Framing
Global Issues
Weixiao Wei is the author of three monographs: An Overview of Chinese Translation Studies at the Beginning of the 21st Century (2019), The History of Chinese Rhetoric (2022), and A Notional Analysis of Chinese Academic Discourse on China (2023). She has also served as editor or co-editor for three Routledge volumes: The Routledge Handbook of Chinese Studies (2021), China's Contemporary Image and Rhetoric Practice (2022) and The Routledge Handbook of Descriptive Rhetorical Studies and World Language (2023). Her recent projects include two forthcoming handbooks, set for publication in 2025: The Routledge Handbook of Endangered and Minority Languages and The Routledge Handbook of the Sociopolitical Context of Language Learning. Weixiaos research and teaching focus on English rhetoric and composition, and she is currently pursuing a PhD at the University of Houston.

Der-lin Chao is Professor and Head of the Chinese BA in Language, Literature, and Translation and leads the MA in the Teaching of Chinese at Hunter College, City University of New York. She devotes herself to language program pedagogy, design, and evaluation; development of technology and web-based instructional materials; teacher education; proficiency-based language education; and the history of Chinese language instruction. In addition, she is thoroughly invested in developing extra-collegiate Chinese educational initiatives, including K-12 Chinese curriculum development and enhancement with partner schools throughout the New York City area.
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