This volume looks at the preparation of future critical language teachers in the face of an increasingly multilingual and transcultural contemporary world. This is seen through the lens of the collapse of Nation-State borders that crumble in the face of migration and the intense flow of languages that comes with it. It brings together international research that problematizes, theorizes, re-positions and re-conceptualizes myriad structural, systemic, ideological, political and pedagogical issues that intersect with the possibilities and impossibilities of the development of language teachers' agency.
The volume examines the needs of linguistically diverse student populations and considers the socio-cultural and socio-political barriers that interfere with the exercise of teacher agency for social justice in language classrooms. It offers a theoretical and empirical overview of how language teacher education has addressed multilingualism and transculturalism in critical approaches in many complex countries in their diversity and/or postcolonial history, including Brazil, Qazaqstan, Scotland, and Thailand.
Recenzijas
The volume takes readers to corners where language teacher educators do not usually go. From northern and southern education ideologies to the ups and downs of critical issues. This collection is a valuable resource for teacher-educators who are always in the lookout for ways to reach all language teachers. * Araceli Salas, University of Puebla, Mexico * Zolin Vesz, Banegas, and de Oliveiras edited volume offers a timely intersectional lens into the work of language teachers within contemporary multilingual and transcultural societies. The book serves as a critical intervention to problematizes, theorize, re-position and re-conceptualize language teacher education theory and practice. The book is a must read! -- Dr Ashley Simpson, University of Edinburgh, UK
Papildus informācija
A global overview on how language teacher education critically addresses multilingualism and transculturalism.
List of Figures
List of Tables
List of Contributors
Acknowledgements
1. Introduction: On How Language Teacher Education Can Critically Address
Multilingualism and Transculturalism, Fernando Zolin Vesz (University of Mato
Grosso, Brazil), Dario Luis Banegas (University of Edinburgh, Scotland) and
Luciana C. de Oliveira (Virginia Commonwealth University, USA)
2. How Language Education Finds It Difficult to Go Along with Critical
Approaches: A School Case from Scotland, Argyro Kanaki (University of
Dundee, Scotland)
3. Decolonizing Multilingualism and Transnationalism in a Mono-Cultural and
United Land: Narratives and Linguistic Landscapes from Language Education
in Thailand, Adcharawan Buripakdi (Suranaree University of Technology,
Thailand) and Thidaporn Jumpakate (Victoria University of Wellington, New
Zealand)
4. Even Though Im Not a Native Speaker: a Qazaq EFL Teacher Educators
Identities, Serikbolsyn Tastanbek (University of British Columbia, Canada)
5. Promoting Multilingualism through a Transnational Definition of Culture,
Daniela Silva (University of Texas at San Antonio, USA)
6. An Analysis of Language Teacher Education Curricula: Preparing Pre-Service
Teachers for Contemporary Pluricultural Classrooms, Camila Höfling (Federal
University of Sao Carlos, Brazil) and Patricia de Oliveira Lucas (Federal
University of Piaui, Brazil)
7. Towards a Plurilingual Pedagogy and Critical Intercultural Perspective in
Bi/Multilingual Schools and the Global Kids Portfolio, Michele Salles El
Kadri (State University of Londrina, Brazil), Vivian Saviolli (State
University of Londrina, Brazil) and Andressa Cristina Molinari (State
University of Londrina, Brazil)
8. Crafting Borders and Identities through State Multiculturalism and
Interculturalism Policies, Maryam Almohammad (University of Edinburgh,
Scotland)
Index
Fernando Zolin Vesz is Assistant Professor in the Department of Linguistics at the Federal University of Mato Grosso, Brazil. He has published papers in collective volumes, such as The Politics of English Second Language Writing Assessment in Global Contexts.
Dario Luis Banegas is Lecturer in Language Education at the Moray House School of Education and Sport, University of Edinburgh, Scotland. He has co-edited volumes on initial language teacher education and gender and sexuality diversity in English language education.
Luciana C. de Oliveira is Associate Dean in the School of Education and a Professor in the Department of Teaching and Learning at Virginia Commonwealth University, USA. She has authored or edited 28 books and has over 200 publications in various outlets.
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