Teaching World Languages for Social Justice PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Teaching World Languages for Social Justice PDF full book. Access full book title Teaching World Languages for Social Justice by Terry A. Osborn. Download full books in PDF and EPUB format.
Author: Terry A. Osborn
Publisher: Routledge
ISBN: 1135609853
Category : Education
Languages : en
Pages : 209
Get Book
Book Description
Teaching World Languages for Social Justice: A Sourcebook of Principles and Practices offers principles based on theory, and innovative concepts, approaches, and practices illustrated through concrete examples, for promoting social justice and developing a critical praxis in foreign language classrooms in the U.S. and in wider world language communities. For educators seeking to translate these ideals into classroom practice in an environment dominated by the current standards movement and accountability measures, the critical insights on language education offered in this text will be widely welcomed. The text is designed as a sourcebook for translating theory into practice. Each chapter includes the theoretical base, guidelines for practice, discussion of the relationship to existing practices in the world language classroom, suggestions for activity development (which can be integrated into a professional portfolio), illustrative examples, questions for reflection, and additional suggested readings. Teaching World Languages for Social Justice is a primary or supplementary text for second and foreign language teaching methods courses and is equally appropriate for graduate courses in language education or educational studies.
Author: Terry A. Osborn
Publisher: Routledge
ISBN: 1135609853
Category : Education
Languages : en
Pages : 209
Get Book
Book Description
Teaching World Languages for Social Justice: A Sourcebook of Principles and Practices offers principles based on theory, and innovative concepts, approaches, and practices illustrated through concrete examples, for promoting social justice and developing a critical praxis in foreign language classrooms in the U.S. and in wider world language communities. For educators seeking to translate these ideals into classroom practice in an environment dominated by the current standards movement and accountability measures, the critical insights on language education offered in this text will be widely welcomed. The text is designed as a sourcebook for translating theory into practice. Each chapter includes the theoretical base, guidelines for practice, discussion of the relationship to existing practices in the world language classroom, suggestions for activity development (which can be integrated into a professional portfolio), illustrative examples, questions for reflection, and additional suggested readings. Teaching World Languages for Social Justice is a primary or supplementary text for second and foreign language teaching methods courses and is equally appropriate for graduate courses in language education or educational studies.
Author: Terry A. Osborn
Publisher: Routledge
ISBN: 9780805850758
Category : Education
Languages : en
Pages : 190
Get Book
Book Description
Teaching World Languages for Social Justice: A Sourcebook of Principles and Practices offers principles based on theory, and innovative concepts, approaches, and practices illustrated through concrete examples, for promoting social justice and developing a critical praxis in foreign language classrooms in the U.S. and in wider world language communities. For educators seeking to translate these ideals into classroom practice in an environment dominated by the current standards movement and accountability measures, the critical insights on language education offered in this text will be widely welcomed. The text is designed as a sourcebook for translating theory into practice. Each chapter includes the theoretical base, guidelines for practice, discussion of the relationship to existing practices in the world language classroom, suggestions for activity development (which can be integrated into a professional portfolio), illustrative examples, questions for reflection, and additional suggested readings. Teaching World Languages for Social Justice is a primary or supplementary text for second and foreign language teaching methods courses and is equally appropriate for graduate courses in language education or educational studies.
Author: Cassandra Glynn
Publisher:
ISBN: 9781942544630
Category :
Languages : en
Pages :
Get Book
Book Description
Author: Timothy G. Reagan
Publisher: Routledge
ISBN: 1000172074
Category : Education
Languages : en
Pages : 277
Get Book
Book Description
Accessible and cutting-edge, this text is a pivotal update to the field and offers a much-needed critical perspective on world language education. Building off their classic 2002 book, The Foreign Language Educator in Society, Timothy G. Reagan and Terry A. Osborn address major issues facing the world language educator today, including language myths, advocacy, the perceived and real benefits of language learning, linguistic human rights, constructivism, learning theories, language standards, monolingualism, bilingualism and multiculturalism. Organized into three parts – "Knowing Language," "Learning Language," and "Teaching Language" – this book applies a critical take on conventional wisdom on language education, evaluates social and political realities, assumptions, and controversies in the field. Each chapter includes questions for reflection and discussion to support students and educators in developing their own perspectives on teaching and learning languages. With a critical pedagogy and social justice lens, this book is ideal for scholars and students in foreign/world language education, social justice education, and language teaching methodology courses, as well as pre- and in-service teachers.
Author: Beth Wassell
Publisher: Channel View Publications
ISBN: 1788926536
Category : Language Arts & Disciplines
Languages : en
Pages : 276
Get Book
Book 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: Pamela M. Wesely
Publisher:
ISBN: 9780989653282
Category : Language and languages
Languages : en
Pages : 90
Get Book
Book Description
Author: Netta Avineri
Publisher: Routledge
ISBN: 1351631403
Category : Language Arts & Disciplines
Languages : en
Pages : 248
Get Book
Book Description
From bilingual education and racial epithets to gendered pronouns and immigration discourses, language is a central concern in contemporary conversations and controversies surrounding social inequality. Developed as a collaborative effort by members of the American Anthropological Association’s Language and Social Justice Task Force, this innovative volume synthesizes scholarly insights on the relationship between patterns of communication and the creation of more just societies. Using case studies by leading and emergent scholars and practitioners written especially for undergraduate audiences, the book is ideal for introductory courses on social justice in linguistics and anthropology.
Author: David I. Smith
Publisher: IAP
ISBN: 1607525860
Category : Education
Languages : en
Pages : 185
Get Book
Book Description
This book sets out to explore the intersections between matters not frequently yoked in academic discussions: spirituality, social justice, and the learning of world languages. The contributing authors contend not only that these intersections exist, but that they are the site of issues and realities that require the attention of language educators and point to avenues of growth for the language teaching profession. The essays included seek to indicate the possibilities of a neglected area of inquiry, not only in terms of theory but also in terms of the practices of language education. Given this aim of opening up fresh questions, the book is arranged so as to show the relevance of the nexus of spirituality and social justice to teacher education (chapters 3 and 4), language classroom practices (chapters 5 and 6), and the theoretical sources that inform scholarly discussion of language education (chapters 7 and 8). The opening chapters place these explorations in a larger context by showing how they fit into existing social contexts and academic discussions.
Author: Mary Lynn Redmond
Publisher: IAP
ISBN: 162396203X
Category : Education
Languages : en
Pages : 161
Get Book
Book Description
The current thrust in the field of education is to improve teachers’ understanding of how research on best practices can improve student learning. The field of world language education introduces a double, perhaps a triple, bind: teachers must be able to design and deliver instruction that aligns with national expectations for developing students’ language and intercultural abilities for success in the global workplace, yet in schools across America, all K-12 students do not have the opportunity to study languages, even though research supports their astonishing facility for acquisition. Schools and teachers without resources, including time to investigate and implement evidence-based best practices, are ultimately held accountable for student performance. If world language teachers are to advocate for languages, they must use their expertise and share evidence of their students’ progress. The American Council on the Teaching of Foreign Languages (ACTFL) recently began development of a national research priorities agenda for grades preK-16. Action research, which is classroom-centered and inquiry-based, can contribute to our profession’s efforts, as it helps us to increase awareness of the critical need for language study in grades preK-16. World language teachers can become teacher-researchers in their own classrooms, gathering deeply meaningful insights into their students’ progress that they can share with others. Teacher-researchers investigate innovative approaches in response to their questions about teaching and learning, which are rooted in daily experience. They engage their students in fresh learning activities, and student feedback helps them to make better decisions about instructional and assessment strategies. Results can be shared with stakeholders, including parents, administrators, school board members, and guidance counselors, as evidence of what all kinds of students can do in languages. At a time in our history when we are striving to prepare teachers for 21st-century schools that prioritize global competence, Action Research in the World Language Classroom is a timely resource for the profession. It describes a natural, engaging, motivating way to contribute, particularly for preservice teachers who are shaping their views and understanding about world language instruction and the connections between research and best practices. The book includes four studies conducted by preservice teachers during their student teaching internships in North Carolina public schools. The editor hopes that their work and observations will inspire and assist world language educators at all stages of their careers.
Author: Tove Skutnabb-Kangas
Publisher: Multilingual Matters
ISBN: 1847696856
Category : Language Arts & Disciplines
Languages : en
Pages : 408
Get Book
Book Description
The principles for enabling children to become fully proficient multilinguals through schooling are well known. Even so, most indigenous/tribal, minority and marginalised children are not provided with appropriate mother-tongue-based multilingual education (MLE) that would enable them to succeed in school and society. In this book experts from around the world ask why this is, and show how it can be done. The book discusses general principles and challenges in depth and presents case studies from Canada and the USA, northern Europe, Peru, Africa, India, Nepal and elsewhere in Asia. Analysis by leading scholars in the field shows the importance of building on local experience. Sharing local solutions globally can lead to better theory, and to action for more social justice and equality through education.
