Transforming World Language Teaching and Teacher Education for Equity and Justic

The Nile on eBay   Transforming World Language Teaching and Teacher Education for Equity and Justice by Beth Wassell, Cassandra Glynn

This edited book expands the current scholarship on teaching world languages for social justice and equity in K-12 and postsecondary contexts in the US. The chapters address how world language teachers approach social justice in their teaching, and how teacher educators prepare teachers to teach for social justice in the language classroom.

FORMATHardcover LANGUAGEEnglish CONDITIONBrand New Publisher Description

This edited book expands the current scholarship on teaching world languages for social justice and equity in K-12 and postsecondary contexts in the US. Over the past decade, demand has been growing for a more critical approach to teaching languages and cultures: in response, this volume brings together a group of scholars whose work bridges the fields of world language education and critical approaches to education. Within the current US context, the chapters address the following key questions: (1) How are pre-service or in-service world language teachers/professors embedding issues, understandings, or content related to social justice, human rights, access, critical pedagogy and equity into their teaching and curriculum? (2) How are teacher educators preparing language teachers to teach for social justice, human rights, access and equity?

Author Biography

Beth Wassell is Professor in the Department of Language, Literacy, and Sociocultural Education, Rowan University, USA. Her research interests include language teaching and learning, teacher education, critical and social justice approaches, and qualitative research.Cassandra Glynn is Associate Professor in the Department of Education, Concordia College, USA. She is the author (with Pamela Wesely and Beth Wassell) of Words and Actions: Teaching World Languages Through a Lens of Social Justice (2018, ACTFL).

Table of Contents

ContributorsAcknowledgments           Editors' NoteChapter 1. Cassandra Glynn and Beth Wassell: Rethinking our Introduction: Calling out Ourselves and Calling in Our Field            Part 1: Disrupting Teaching Stance and Practice in the Classroom         Chapter 2. Hannah Baggett: What Tension?  Exploring a Pedagogy of Possibility in World Language ClassroomsChapter 3. Dorie Conlon Perugini and Manuela Wagner: Enacting Social Justice in World Language Education through Intercultural CitizenshipChapter 4. Joan Clifford: Building Critical Consciousness through Community-based Language Learning and Global HealthChapter 5. Krishauna Hines-Gaither, Nina Simone Perez, and Liz Torres Melendez: Voces Invisibles: Disrupting the Master Narrative with Afro Latina CounterstoriesChapter 6. Johanna Ennser-Kananen and Leisa M. Quiñones-Oramas: 'Sí, yo soy de Puerto Rico': A Teacher's Story of Teaching Spanish through and beyond her Latina IdentityPart 2: Resisting and Reworking Traditional World Language Teacher PreparationChapter 7. Terry Osborn: 'The World' Language Education: New Frontiers for Critical ReflectionChapter 8. Anke al-Bataineh, Kayane Yoghoutjian, and Samuel Chakmakjian: Can Western Armenian Pedagogy be Decolonial? Training Heritage Language Teachers in Social Justice-Based Language PedagogyChapter 9. Mary Curran: Learning from, with and in the Community: Community-Engaged World Language Teacher Education at Rutgers Graduate School of Education Urban Social Justice ProgramChapter 10. Jennifer Wooten, L. J. Randolph Jr., and Stacey Margarita Johnson: Enacting Social Justice in Teacher Education: Modeling, Reflection and Critical Engagement in the Methods CourseIndex  

Review

This book is a must-read for world language teachers, administrators, teacher educators, and researchers. Each chapter is a powerhouse doing invaluable work calling out the need for critical reflection and urgent change in our field while also calling in collaborators to be agents of purposeful, positive impact and showing them concrete steps to take meaningful action for equity and social justice within their immediate spheres of influence and beyond. * Uju Anya, Carnegie Mellon University, USA *The struggle to transform our world for a more just and equitable future requires imagination and expertise. World language teachers can play an important role in ensuring that our future stays multilingual. This book offers the tools and concrete examples that are needed for preparing and sustaining world and heritage language teachers for this challenge. * Jenna Cushing-Leubner, University of Wisconsin-Whitewater, USA *This is a challenging book. It challenges teachers and teacher educators to re-think their traditions and their assumptions about their purposes and identities as 'language teachers'. It helps us all not just to 'think again' but also to move forward in reflection and practice. It is a book anchored in world language teaching in the USA, but has a much wider relevance for readers in other continents and countries. * Michael Byram, University of Durham, UK; Sofia University St Kliment Ohridski, Bulgaria *Timely and relevant, [this book] will make a significant contribution to the ongoing conversation on reshaping world language education for the twenty-first century. Its unique perspective and approach, pragmatic teaching examples, and compelling insights with regards to today's and tomorrow's teaching standards will be of benefit to scholars in higher education, teachers at the secondary and postsecondary levels, students interested in world language education at all levels, scholars in related disciplines and fields currently engaging similar questions of anti-racism, social justice, and equity, and program chairs and administrators. * Diana Ruggiero, The University of Memphis, USA, Hispania, Volume 106, Number 1, March 2023 *

Promotional

The first edited volume on US world language teaching and teacher education drawing on critical and social justice approaches

Review Quote

This is a challenging book. It challenges teachers and teacher educators to re-think their traditions and their assumptions about their purposes and identities as 'language teachers'. It helps us all not just to 'think again' but also to move forward in reflection and practice. It is a book anchored in world language teaching in the USA, but has a much wider relevance for readers in other continents and countries.

Promotional "Headline"

The first edited volume on US world language teaching and teacher education drawing on critical and social justice approaches

Details ISBN178892651X Short Title Transforming World Language Teaching and Teacher Education for Equity and Justice Publisher Multilingual Matters Series New Perspectives on Language and Education Language English Year 2022 ISBN-10 178892651X ISBN-13 9781788926515 Format Hardcover Subtitle Pushing Boundaries in US Contexts Series Number 103 Imprint Multilingual Matters Country of Publication United Kingdom Pages 224 Publication Date 2022-04-29 AU Release Date 2022-04-29 NZ Release Date 2022-04-29 UK Release Date 2022-04-29 Author Cassandra Glynn Edited by Cassandra Glynn Alternative 9781788926508 DEWEY 370.117 Audience Postgraduate, Research & Scholarly We've got this

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