Representation, Inclusion and Social Justice in World Language Teaching
Routledge (Verlag)
978-1-032-42220-6 (ISBN)
This volume introduces teaching methodologies for improving and incorporating representation, inclusion and social justice perspectives in the world language curriculum. Chapters present state-of-the-art research and cover many different language contexts, including French, Spanish, Mandarin, and Portuguese. Authors discuss difficult and hot topics, such as Critical Language Awareness, Critical Race Theory, non-binary language use in gendered languages, culturally sustaining curriculum, teaching heritage language speakers, and more. Ideal for graduate courses, students, and scholars in world language education, the volume offers new pathways and strategies for promoting diversity and equity in the classroom.
Lillie Padilla is Assistant Professor of Spanish Linguistics in the Department of World Languages and Cultures at Sam Houston State University. Rosti Vana is Assistant Professor of Spanish Linguistics in the Department of World Languages and Cultures at Sam Houston State University.
INTRODUCTION : The Need for Representation, Inclusion, and Social Justice in World Language Teaching: An Introduction PART I: CHALLENGING HEGEMONIC DISCOURSE THROUGH REPRESENTATION, CRITICALITY, AND INCLUSIVE PEDAGOGY Chapter 1: Critical Race Theory, Interculturality and Power Imbalances: Intersectionality in English Language Education. Chapter 2: Connecting Heritage Language and Ethnic Studies Pedagogies: A Path to Transformative Critical Consciousness. Chapter 3: Teaching practices of inclusive language in Portuguese. Chapter 4: Teaching Direct Non-Binary Spanish. Chapter 5:Creating Visibility through Curriculum: Representing Afro-Latinx in Spanish Language Teaching. Chapter 6: Bilingual Education: Leaving (and not leaving) Race Behind. Chapter 7: Black Languaging as Antiracist Pedagogy in the World Language Classroom. PART II: NEW DIRECTIONS IN WORLD LANGUAGE TEACHING: TOOLS FOR RESEARCHERS AND EDUCATORS. Chapter 8:(Re)imagining Study-Away as a Tool towards Linguistic Inclusion, Equity, and Social Justice for Speakers of US Spanish. Chapter 9: Critical Language Awareness & Teacher Training: A Framework for Change. Chapter 10: Translanguaging in Mandarin Instruction. PART III: CRITICALLY RETHINKING LANGUAGE TEACHER TRAINING AND LANGUAGE PROGRAM ADMINISTRATION. Chapter 11: Critical Language Awareness & Teacher Training: A Framework for Change. Chapter 12: Preparing a New Generation: Culturally Sustaining Pedagogies and the Justice-Oriented Early World Language. Chapter 13: Disrupting Inequities in World Language Departments: An Evaluation Framework to Define, Plan, and Assess Impact.
| Erscheinungsdatum | 02.03.2024 |
|---|---|
| Zusatzinfo | 5 Tables, black and white; 14 Line drawings, black and white; 1 Halftones, black and white; 15 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 740 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| ISBN-10 | 1-032-42220-3 / 1032422203 |
| ISBN-13 | 978-1-032-42220-6 / 9781032422206 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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