International Perspectives on Critical English Language Teacher Education
portes grátis
International Perspectives on Critical English Language Teacher Education
Theory and Practice
Kocaman, Ceren; Selvi, Ali Fuad
Bloomsbury Publishing PLC
06/2024
312
Dura
Inglês
9781350400320
15 a 20 dias
Descrição não disponível.
List of Figures
List of Tables
Series Editor Foreword
Foreword, Peter I. De Costa (Michigan State University, USA)
List of Abbreviations
Part I: Introduction
1. Introducing Criticality and Critical English Language Teacher Education: Tensions, Opportunities, and Possibilities, Ali Fuad Selvi (University of Alabama, USA) and Ceren Kocaman (University of Potsdam, Germany)
Part II: Teaching Methods and Methodologies
2. Beyond Language Teaching Methods and Methodologies in Language Teacher Education, Graham Hall (Northumbria University, UK)
3. Challenging Standard Language Ideology and Promoting Critical Language Awareness in Teacher Education, John Chi and Kellie Rolstad (University of Maryland, USA)
4. Social Justice Language Teacher Education in Tuerkiye: Insights from an English as a Foreign Language (EFL) Writing Classroom, Adnan Yilmaz (University of Stirling, UK), Deniz Ortactepe Hart (University of Glasgow, UK), and Rabia Irem Durmus (Ondokuz Mayis University, Turkey)
5. Cultivating a Language Teaching and Social Justice Praxis: Paying Attention to the Tension to Set Intention, Netta Avineri (Middlebury Institute of International Studies at Monterey, USA)
Part III: Instructional Materials Analysis and Development
6. Pedagogizing Critical Materials Analysis and Development, Yasemin Tezgiden-Cakcak (Middle East Technical University, Turkey)
7. Analyzing Instructional Materials: A Global Englishes Language Teaching (GELT) Activity in a Brazilian Context, Marcia Regina Pawlas Carazzai (Universidade Estadual do Centro-Oeste, Brazil) and Ana Raquel Fialho Ferreira Campos (Universidade Estadual do Centro-Oeste, Brazil)
8. The Affirming Diversity Project: Supporting Teachers Creating and Exchanging Culturally and Linguistically Responsive Materials, Priscila Leal (University of Hawai'i at Manoa, USA) and Perla Barbosa (Salem State University, USA)
9. Critical Antiracist Teacher Education: Insights from the Seminar "Racism and the English Language Teaching (ELT) Classroom", Natalie Guellue (Bergische Universitaet Wuppertal, Germany)
Part IV: Classroom Management, Observation, and Practicum
10. A Critical Perspective on Language Classroom Management, Classroom Observation, and the Practicum, David Gerlach (Bergische Universitaet Wuppertal, Germany)
11. Critically Reflecting on Diversity and Learners' Needs: An Example from Aotearoa New Zealand, Karen Ashton (Massey University, New Zealand)
12. A Guide for Observing Community, School, and Classroom: Balancing Students' Lives and Language Policies, Alex Alves Egido (Federal University of Maranhao (UFMA), Brazil)
13. Developing Criticality through Professional Development with In-Service Language Teachers, Mareen Lueke (HVHS Hustedt, Germany)
14. Achieving Social Justice in the English Classroom: Ideas to Introduce Queer Pedagogies to Pre-/In-service Teachers of English, ?zge Gueney (Hillsborough Community College, USA)
Part V: Second Language Assessment
15. Critical Language Teacher Education and Language Assessment, Seyyed-Abdolhamid Mirhosseini (University of Hong Kong, Hong Kong)
16. Disrupting Assumptions in English Language Teaching (ELT) Assessment, Laura Loder Buechel (Zurich University of Teacher Education, Switzerland)
Part VI: Curriculum Development
17. Reimagining Critical Language Teacher Education through Translanguaging and Transknowledging, Sunny Man Chu Lau (Bishop's University, Canada) and Angel M. Y. Lin (Simon Fraser University, Canada)
18. A Language-Based Approach to Content Instruction: Critical Reflections on Implementation in a Teaching English to Speakers of Other Languages (TESOL) Methods Course, Hillary Parkhouse , Luciana C. de Oliveira, and Jia Gui (Virginia Commonwealth University, USA)
19. Inquiry-Driven Reflection-in-Action Approach to Promote Culturally Responsive Literacy Practices through Teacher Education Projects, Wing Shuen Lau (Seattle Pacific University, USA), Laura Humes Wahied (Renton School District, USA), and Megan Kelley-Petersen (University of Washington, USA)
Part VII: Second Language Development
20. Unsettling Second Language Acquisition Theories through Raciolinguistic, Crip, and Translanguaging Perspectives, Clara Vaz Bauler (Adelphi University, USA) and Gabriella Licata (University of California Riverside, USA)
21. Developing a Translanguaging Stance in Teacher Candidates via a Middle School and University-Based Teacher Education Program E-tutoring Partnership, Elizabeth Goulette (Madonna University)
22. Exploring Language, Identity, Power, and Privilege with Secondary-Level EL Teachers: A Critical Language Awareness (CLA) Case Study, Shawna Shapiro (Middlebury College, USA)
23. Un-teaching Native Speaker Fallacy: A Practical Application and Discussion, Tan Arda Gedik (Friedrich-Alexander-Universitaet Erlangen-Nuernberg, Germany)
Part VIII: Teaching Young Language Learners
24. Teaching English to Young Learners: Critical, Multilingual, and Decolonial Pedagogies, Mario E. Lopez-Gopar, Veronica Rivera Hernandez, and Yesenia Bautista Ortiz (Universidad Autonoma Benito Juarez de Oaxaca, Mexico)
25. Sustainability and Primary Teacher Education in a Swedish Context: From Concept Mapping to Experience Designing, Mai Trang Vu (Umea University, Sweden)
26. Working against the Monolingual Norms of Teaching English as a Foreign Language (TEFL) at the Primary School Level, Hanna Laemsae-Schmidt (University of Potsdam, Germany)
Part IX: Teaching Culture
27. Teaching Culture for Critical Global Citizenship, Britta Freitag-Hild (University of Potsdam, Germany)
28. Using Intercultural Virtual Exchange to Promote Critical Pedagogy Practices of English Language Teachers, Laura Torres-Zuniga (Universidad Autonoma de Madrid, Spain) and Sibel Soeguet (Sinop University, Turkey)
29. Critical Intercultural Education in Moroccan Teacher Education: Practical Insights for Teacher Candidates, Benachour Saidi (Mohammed First University, Morocco) and Rania Boustar (Sidi Mohamed Ben Abdellah University)
30. Immigrant Families and Communities as Agents of Interculturality in Pre-Service Teacher Education, Roxanna Senyshyn (Pennsylvania State University, USA)
Part X: Global Englishes
31. Global Englishes: Pluricentricity of Norms, Benchmarks, Functions, and Contexts, Lili Cavalheiro (NOVA University Lisbon, Portugal)
32. Raising Pre-Service Teachers' Global Englishes Awareness through a Materials Development Project, Michelle Kunkel and Kenny Harsch (University of Hawai'i at Manoa, USA)
33. A Translingual Project to Explore Multilingual Identity and Challenge Dominant Language Ideologies, Kristina B. Lewis (Illinois State University, USA)
34. Building Global Englishes into a Pre-Service Teacher Education Curriculum,Naashia Mohamed (University of Auckland, New Zealand)
Afterword, Ryuko Kubota (University of British Columbia, Canada)
List of Contributors
Index
List of Tables
Series Editor Foreword
Foreword, Peter I. De Costa (Michigan State University, USA)
List of Abbreviations
Part I: Introduction
1. Introducing Criticality and Critical English Language Teacher Education: Tensions, Opportunities, and Possibilities, Ali Fuad Selvi (University of Alabama, USA) and Ceren Kocaman (University of Potsdam, Germany)
Part II: Teaching Methods and Methodologies
2. Beyond Language Teaching Methods and Methodologies in Language Teacher Education, Graham Hall (Northumbria University, UK)
3. Challenging Standard Language Ideology and Promoting Critical Language Awareness in Teacher Education, John Chi and Kellie Rolstad (University of Maryland, USA)
4. Social Justice Language Teacher Education in Tuerkiye: Insights from an English as a Foreign Language (EFL) Writing Classroom, Adnan Yilmaz (University of Stirling, UK), Deniz Ortactepe Hart (University of Glasgow, UK), and Rabia Irem Durmus (Ondokuz Mayis University, Turkey)
5. Cultivating a Language Teaching and Social Justice Praxis: Paying Attention to the Tension to Set Intention, Netta Avineri (Middlebury Institute of International Studies at Monterey, USA)
Part III: Instructional Materials Analysis and Development
6. Pedagogizing Critical Materials Analysis and Development, Yasemin Tezgiden-Cakcak (Middle East Technical University, Turkey)
7. Analyzing Instructional Materials: A Global Englishes Language Teaching (GELT) Activity in a Brazilian Context, Marcia Regina Pawlas Carazzai (Universidade Estadual do Centro-Oeste, Brazil) and Ana Raquel Fialho Ferreira Campos (Universidade Estadual do Centro-Oeste, Brazil)
8. The Affirming Diversity Project: Supporting Teachers Creating and Exchanging Culturally and Linguistically Responsive Materials, Priscila Leal (University of Hawai'i at Manoa, USA) and Perla Barbosa (Salem State University, USA)
9. Critical Antiracist Teacher Education: Insights from the Seminar "Racism and the English Language Teaching (ELT) Classroom", Natalie Guellue (Bergische Universitaet Wuppertal, Germany)
Part IV: Classroom Management, Observation, and Practicum
10. A Critical Perspective on Language Classroom Management, Classroom Observation, and the Practicum, David Gerlach (Bergische Universitaet Wuppertal, Germany)
11. Critically Reflecting on Diversity and Learners' Needs: An Example from Aotearoa New Zealand, Karen Ashton (Massey University, New Zealand)
12. A Guide for Observing Community, School, and Classroom: Balancing Students' Lives and Language Policies, Alex Alves Egido (Federal University of Maranhao (UFMA), Brazil)
13. Developing Criticality through Professional Development with In-Service Language Teachers, Mareen Lueke (HVHS Hustedt, Germany)
14. Achieving Social Justice in the English Classroom: Ideas to Introduce Queer Pedagogies to Pre-/In-service Teachers of English, ?zge Gueney (Hillsborough Community College, USA)
Part V: Second Language Assessment
15. Critical Language Teacher Education and Language Assessment, Seyyed-Abdolhamid Mirhosseini (University of Hong Kong, Hong Kong)
16. Disrupting Assumptions in English Language Teaching (ELT) Assessment, Laura Loder Buechel (Zurich University of Teacher Education, Switzerland)
Part VI: Curriculum Development
17. Reimagining Critical Language Teacher Education through Translanguaging and Transknowledging, Sunny Man Chu Lau (Bishop's University, Canada) and Angel M. Y. Lin (Simon Fraser University, Canada)
18. A Language-Based Approach to Content Instruction: Critical Reflections on Implementation in a Teaching English to Speakers of Other Languages (TESOL) Methods Course, Hillary Parkhouse , Luciana C. de Oliveira, and Jia Gui (Virginia Commonwealth University, USA)
19. Inquiry-Driven Reflection-in-Action Approach to Promote Culturally Responsive Literacy Practices through Teacher Education Projects, Wing Shuen Lau (Seattle Pacific University, USA), Laura Humes Wahied (Renton School District, USA), and Megan Kelley-Petersen (University of Washington, USA)
Part VII: Second Language Development
20. Unsettling Second Language Acquisition Theories through Raciolinguistic, Crip, and Translanguaging Perspectives, Clara Vaz Bauler (Adelphi University, USA) and Gabriella Licata (University of California Riverside, USA)
21. Developing a Translanguaging Stance in Teacher Candidates via a Middle School and University-Based Teacher Education Program E-tutoring Partnership, Elizabeth Goulette (Madonna University)
22. Exploring Language, Identity, Power, and Privilege with Secondary-Level EL Teachers: A Critical Language Awareness (CLA) Case Study, Shawna Shapiro (Middlebury College, USA)
23. Un-teaching Native Speaker Fallacy: A Practical Application and Discussion, Tan Arda Gedik (Friedrich-Alexander-Universitaet Erlangen-Nuernberg, Germany)
Part VIII: Teaching Young Language Learners
24. Teaching English to Young Learners: Critical, Multilingual, and Decolonial Pedagogies, Mario E. Lopez-Gopar, Veronica Rivera Hernandez, and Yesenia Bautista Ortiz (Universidad Autonoma Benito Juarez de Oaxaca, Mexico)
25. Sustainability and Primary Teacher Education in a Swedish Context: From Concept Mapping to Experience Designing, Mai Trang Vu (Umea University, Sweden)
26. Working against the Monolingual Norms of Teaching English as a Foreign Language (TEFL) at the Primary School Level, Hanna Laemsae-Schmidt (University of Potsdam, Germany)
Part IX: Teaching Culture
27. Teaching Culture for Critical Global Citizenship, Britta Freitag-Hild (University of Potsdam, Germany)
28. Using Intercultural Virtual Exchange to Promote Critical Pedagogy Practices of English Language Teachers, Laura Torres-Zuniga (Universidad Autonoma de Madrid, Spain) and Sibel Soeguet (Sinop University, Turkey)
29. Critical Intercultural Education in Moroccan Teacher Education: Practical Insights for Teacher Candidates, Benachour Saidi (Mohammed First University, Morocco) and Rania Boustar (Sidi Mohamed Ben Abdellah University)
30. Immigrant Families and Communities as Agents of Interculturality in Pre-Service Teacher Education, Roxanna Senyshyn (Pennsylvania State University, USA)
Part X: Global Englishes
31. Global Englishes: Pluricentricity of Norms, Benchmarks, Functions, and Contexts, Lili Cavalheiro (NOVA University Lisbon, Portugal)
32. Raising Pre-Service Teachers' Global Englishes Awareness through a Materials Development Project, Michelle Kunkel and Kenny Harsch (University of Hawai'i at Manoa, USA)
33. A Translingual Project to Explore Multilingual Identity and Challenge Dominant Language Ideologies, Kristina B. Lewis (Illinois State University, USA)
34. Building Global Englishes into a Pre-Service Teacher Education Curriculum,Naashia Mohamed (University of Auckland, New Zealand)
Afterword, Ryuko Kubota (University of British Columbia, Canada)
List of Contributors
Index
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
education, language education, language teacher education, linguistics, sociolinguistics; multicultural education
List of Figures
List of Tables
Series Editor Foreword
Foreword, Peter I. De Costa (Michigan State University, USA)
List of Abbreviations
Part I: Introduction
1. Introducing Criticality and Critical English Language Teacher Education: Tensions, Opportunities, and Possibilities, Ali Fuad Selvi (University of Alabama, USA) and Ceren Kocaman (University of Potsdam, Germany)
Part II: Teaching Methods and Methodologies
2. Beyond Language Teaching Methods and Methodologies in Language Teacher Education, Graham Hall (Northumbria University, UK)
3. Challenging Standard Language Ideology and Promoting Critical Language Awareness in Teacher Education, John Chi and Kellie Rolstad (University of Maryland, USA)
4. Social Justice Language Teacher Education in Tuerkiye: Insights from an English as a Foreign Language (EFL) Writing Classroom, Adnan Yilmaz (University of Stirling, UK), Deniz Ortactepe Hart (University of Glasgow, UK), and Rabia Irem Durmus (Ondokuz Mayis University, Turkey)
5. Cultivating a Language Teaching and Social Justice Praxis: Paying Attention to the Tension to Set Intention, Netta Avineri (Middlebury Institute of International Studies at Monterey, USA)
Part III: Instructional Materials Analysis and Development
6. Pedagogizing Critical Materials Analysis and Development, Yasemin Tezgiden-Cakcak (Middle East Technical University, Turkey)
7. Analyzing Instructional Materials: A Global Englishes Language Teaching (GELT) Activity in a Brazilian Context, Marcia Regina Pawlas Carazzai (Universidade Estadual do Centro-Oeste, Brazil) and Ana Raquel Fialho Ferreira Campos (Universidade Estadual do Centro-Oeste, Brazil)
8. The Affirming Diversity Project: Supporting Teachers Creating and Exchanging Culturally and Linguistically Responsive Materials, Priscila Leal (University of Hawai'i at Manoa, USA) and Perla Barbosa (Salem State University, USA)
9. Critical Antiracist Teacher Education: Insights from the Seminar "Racism and the English Language Teaching (ELT) Classroom", Natalie Guellue (Bergische Universitaet Wuppertal, Germany)
Part IV: Classroom Management, Observation, and Practicum
10. A Critical Perspective on Language Classroom Management, Classroom Observation, and the Practicum, David Gerlach (Bergische Universitaet Wuppertal, Germany)
11. Critically Reflecting on Diversity and Learners' Needs: An Example from Aotearoa New Zealand, Karen Ashton (Massey University, New Zealand)
12. A Guide for Observing Community, School, and Classroom: Balancing Students' Lives and Language Policies, Alex Alves Egido (Federal University of Maranhao (UFMA), Brazil)
13. Developing Criticality through Professional Development with In-Service Language Teachers, Mareen Lueke (HVHS Hustedt, Germany)
14. Achieving Social Justice in the English Classroom: Ideas to Introduce Queer Pedagogies to Pre-/In-service Teachers of English, ?zge Gueney (Hillsborough Community College, USA)
Part V: Second Language Assessment
15. Critical Language Teacher Education and Language Assessment, Seyyed-Abdolhamid Mirhosseini (University of Hong Kong, Hong Kong)
16. Disrupting Assumptions in English Language Teaching (ELT) Assessment, Laura Loder Buechel (Zurich University of Teacher Education, Switzerland)
Part VI: Curriculum Development
17. Reimagining Critical Language Teacher Education through Translanguaging and Transknowledging, Sunny Man Chu Lau (Bishop's University, Canada) and Angel M. Y. Lin (Simon Fraser University, Canada)
18. A Language-Based Approach to Content Instruction: Critical Reflections on Implementation in a Teaching English to Speakers of Other Languages (TESOL) Methods Course, Hillary Parkhouse , Luciana C. de Oliveira, and Jia Gui (Virginia Commonwealth University, USA)
19. Inquiry-Driven Reflection-in-Action Approach to Promote Culturally Responsive Literacy Practices through Teacher Education Projects, Wing Shuen Lau (Seattle Pacific University, USA), Laura Humes Wahied (Renton School District, USA), and Megan Kelley-Petersen (University of Washington, USA)
Part VII: Second Language Development
20. Unsettling Second Language Acquisition Theories through Raciolinguistic, Crip, and Translanguaging Perspectives, Clara Vaz Bauler (Adelphi University, USA) and Gabriella Licata (University of California Riverside, USA)
21. Developing a Translanguaging Stance in Teacher Candidates via a Middle School and University-Based Teacher Education Program E-tutoring Partnership, Elizabeth Goulette (Madonna University)
22. Exploring Language, Identity, Power, and Privilege with Secondary-Level EL Teachers: A Critical Language Awareness (CLA) Case Study, Shawna Shapiro (Middlebury College, USA)
23. Un-teaching Native Speaker Fallacy: A Practical Application and Discussion, Tan Arda Gedik (Friedrich-Alexander-Universitaet Erlangen-Nuernberg, Germany)
Part VIII: Teaching Young Language Learners
24. Teaching English to Young Learners: Critical, Multilingual, and Decolonial Pedagogies, Mario E. Lopez-Gopar, Veronica Rivera Hernandez, and Yesenia Bautista Ortiz (Universidad Autonoma Benito Juarez de Oaxaca, Mexico)
25. Sustainability and Primary Teacher Education in a Swedish Context: From Concept Mapping to Experience Designing, Mai Trang Vu (Umea University, Sweden)
26. Working against the Monolingual Norms of Teaching English as a Foreign Language (TEFL) at the Primary School Level, Hanna Laemsae-Schmidt (University of Potsdam, Germany)
Part IX: Teaching Culture
27. Teaching Culture for Critical Global Citizenship, Britta Freitag-Hild (University of Potsdam, Germany)
28. Using Intercultural Virtual Exchange to Promote Critical Pedagogy Practices of English Language Teachers, Laura Torres-Zuniga (Universidad Autonoma de Madrid, Spain) and Sibel Soeguet (Sinop University, Turkey)
29. Critical Intercultural Education in Moroccan Teacher Education: Practical Insights for Teacher Candidates, Benachour Saidi (Mohammed First University, Morocco) and Rania Boustar (Sidi Mohamed Ben Abdellah University)
30. Immigrant Families and Communities as Agents of Interculturality in Pre-Service Teacher Education, Roxanna Senyshyn (Pennsylvania State University, USA)
Part X: Global Englishes
31. Global Englishes: Pluricentricity of Norms, Benchmarks, Functions, and Contexts, Lili Cavalheiro (NOVA University Lisbon, Portugal)
32. Raising Pre-Service Teachers' Global Englishes Awareness through a Materials Development Project, Michelle Kunkel and Kenny Harsch (University of Hawai'i at Manoa, USA)
33. A Translingual Project to Explore Multilingual Identity and Challenge Dominant Language Ideologies, Kristina B. Lewis (Illinois State University, USA)
34. Building Global Englishes into a Pre-Service Teacher Education Curriculum,Naashia Mohamed (University of Auckland, New Zealand)
Afterword, Ryuko Kubota (University of British Columbia, Canada)
List of Contributors
Index
List of Tables
Series Editor Foreword
Foreword, Peter I. De Costa (Michigan State University, USA)
List of Abbreviations
Part I: Introduction
1. Introducing Criticality and Critical English Language Teacher Education: Tensions, Opportunities, and Possibilities, Ali Fuad Selvi (University of Alabama, USA) and Ceren Kocaman (University of Potsdam, Germany)
Part II: Teaching Methods and Methodologies
2. Beyond Language Teaching Methods and Methodologies in Language Teacher Education, Graham Hall (Northumbria University, UK)
3. Challenging Standard Language Ideology and Promoting Critical Language Awareness in Teacher Education, John Chi and Kellie Rolstad (University of Maryland, USA)
4. Social Justice Language Teacher Education in Tuerkiye: Insights from an English as a Foreign Language (EFL) Writing Classroom, Adnan Yilmaz (University of Stirling, UK), Deniz Ortactepe Hart (University of Glasgow, UK), and Rabia Irem Durmus (Ondokuz Mayis University, Turkey)
5. Cultivating a Language Teaching and Social Justice Praxis: Paying Attention to the Tension to Set Intention, Netta Avineri (Middlebury Institute of International Studies at Monterey, USA)
Part III: Instructional Materials Analysis and Development
6. Pedagogizing Critical Materials Analysis and Development, Yasemin Tezgiden-Cakcak (Middle East Technical University, Turkey)
7. Analyzing Instructional Materials: A Global Englishes Language Teaching (GELT) Activity in a Brazilian Context, Marcia Regina Pawlas Carazzai (Universidade Estadual do Centro-Oeste, Brazil) and Ana Raquel Fialho Ferreira Campos (Universidade Estadual do Centro-Oeste, Brazil)
8. The Affirming Diversity Project: Supporting Teachers Creating and Exchanging Culturally and Linguistically Responsive Materials, Priscila Leal (University of Hawai'i at Manoa, USA) and Perla Barbosa (Salem State University, USA)
9. Critical Antiracist Teacher Education: Insights from the Seminar "Racism and the English Language Teaching (ELT) Classroom", Natalie Guellue (Bergische Universitaet Wuppertal, Germany)
Part IV: Classroom Management, Observation, and Practicum
10. A Critical Perspective on Language Classroom Management, Classroom Observation, and the Practicum, David Gerlach (Bergische Universitaet Wuppertal, Germany)
11. Critically Reflecting on Diversity and Learners' Needs: An Example from Aotearoa New Zealand, Karen Ashton (Massey University, New Zealand)
12. A Guide for Observing Community, School, and Classroom: Balancing Students' Lives and Language Policies, Alex Alves Egido (Federal University of Maranhao (UFMA), Brazil)
13. Developing Criticality through Professional Development with In-Service Language Teachers, Mareen Lueke (HVHS Hustedt, Germany)
14. Achieving Social Justice in the English Classroom: Ideas to Introduce Queer Pedagogies to Pre-/In-service Teachers of English, ?zge Gueney (Hillsborough Community College, USA)
Part V: Second Language Assessment
15. Critical Language Teacher Education and Language Assessment, Seyyed-Abdolhamid Mirhosseini (University of Hong Kong, Hong Kong)
16. Disrupting Assumptions in English Language Teaching (ELT) Assessment, Laura Loder Buechel (Zurich University of Teacher Education, Switzerland)
Part VI: Curriculum Development
17. Reimagining Critical Language Teacher Education through Translanguaging and Transknowledging, Sunny Man Chu Lau (Bishop's University, Canada) and Angel M. Y. Lin (Simon Fraser University, Canada)
18. A Language-Based Approach to Content Instruction: Critical Reflections on Implementation in a Teaching English to Speakers of Other Languages (TESOL) Methods Course, Hillary Parkhouse , Luciana C. de Oliveira, and Jia Gui (Virginia Commonwealth University, USA)
19. Inquiry-Driven Reflection-in-Action Approach to Promote Culturally Responsive Literacy Practices through Teacher Education Projects, Wing Shuen Lau (Seattle Pacific University, USA), Laura Humes Wahied (Renton School District, USA), and Megan Kelley-Petersen (University of Washington, USA)
Part VII: Second Language Development
20. Unsettling Second Language Acquisition Theories through Raciolinguistic, Crip, and Translanguaging Perspectives, Clara Vaz Bauler (Adelphi University, USA) and Gabriella Licata (University of California Riverside, USA)
21. Developing a Translanguaging Stance in Teacher Candidates via a Middle School and University-Based Teacher Education Program E-tutoring Partnership, Elizabeth Goulette (Madonna University)
22. Exploring Language, Identity, Power, and Privilege with Secondary-Level EL Teachers: A Critical Language Awareness (CLA) Case Study, Shawna Shapiro (Middlebury College, USA)
23. Un-teaching Native Speaker Fallacy: A Practical Application and Discussion, Tan Arda Gedik (Friedrich-Alexander-Universitaet Erlangen-Nuernberg, Germany)
Part VIII: Teaching Young Language Learners
24. Teaching English to Young Learners: Critical, Multilingual, and Decolonial Pedagogies, Mario E. Lopez-Gopar, Veronica Rivera Hernandez, and Yesenia Bautista Ortiz (Universidad Autonoma Benito Juarez de Oaxaca, Mexico)
25. Sustainability and Primary Teacher Education in a Swedish Context: From Concept Mapping to Experience Designing, Mai Trang Vu (Umea University, Sweden)
26. Working against the Monolingual Norms of Teaching English as a Foreign Language (TEFL) at the Primary School Level, Hanna Laemsae-Schmidt (University of Potsdam, Germany)
Part IX: Teaching Culture
27. Teaching Culture for Critical Global Citizenship, Britta Freitag-Hild (University of Potsdam, Germany)
28. Using Intercultural Virtual Exchange to Promote Critical Pedagogy Practices of English Language Teachers, Laura Torres-Zuniga (Universidad Autonoma de Madrid, Spain) and Sibel Soeguet (Sinop University, Turkey)
29. Critical Intercultural Education in Moroccan Teacher Education: Practical Insights for Teacher Candidates, Benachour Saidi (Mohammed First University, Morocco) and Rania Boustar (Sidi Mohamed Ben Abdellah University)
30. Immigrant Families and Communities as Agents of Interculturality in Pre-Service Teacher Education, Roxanna Senyshyn (Pennsylvania State University, USA)
Part X: Global Englishes
31. Global Englishes: Pluricentricity of Norms, Benchmarks, Functions, and Contexts, Lili Cavalheiro (NOVA University Lisbon, Portugal)
32. Raising Pre-Service Teachers' Global Englishes Awareness through a Materials Development Project, Michelle Kunkel and Kenny Harsch (University of Hawai'i at Manoa, USA)
33. A Translingual Project to Explore Multilingual Identity and Challenge Dominant Language Ideologies, Kristina B. Lewis (Illinois State University, USA)
34. Building Global Englishes into a Pre-Service Teacher Education Curriculum,Naashia Mohamed (University of Auckland, New Zealand)
Afterword, Ryuko Kubota (University of British Columbia, Canada)
List of Contributors
Index
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
