Transforming World Language Teaching and Teacher Education for Equity and Justice

Description

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

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?

Contributors

Acknowledgments           

Editors’ Note

Chapter 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 Classrooms

Chapter 3. Dorie Conlon Perugini and Manuela Wagner: Enacting Social Justice in World Language Education through Intercultural Citizenship

Chapter 4. Joan Clifford: Building Critical Consciousness through Community-based Language Learning and Global Health

Chapter 5. Krishauna Hines-Gaither, Nina Simone Perez, and Liz Torres Melendez: Voces Invisibles: Disrupting the Master Narrative with Afro Latina Counterstories

Chapter 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 Identity

Part 2: Resisting and Reworking Traditional World Language Teacher Preparation

Chapter 7. Terry Osborn: 'The World' Language Education: New Frontiers for Critical Reflection

Chapter 8. Anke al-Bataineh, Kayane Yoghoutjian, and Samuel Chakmakjian: Can Western Armenian Pedagogy be Decolonial? Training Heritage Language Teachers in Social Justice-Based Language Pedagogy

Chapter 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 Program

Chapter 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 Course

Index  

Sujets

• Disciplines
• Human Rights
• Civil Rights
• Language Arts
• Teaching
• POLITICAL SCIENCE
• EDUCATION
• Lettres et linguistique
• Teacher education
• Study
• Professional
• Postgraduate education
• Social justice
• Civil and political rights
• Research
• Postgraduate

Informations

• Publié par: Channel View Publications
• Date de parution: 29 avril 2022
• Nombre de lectures: 0
• EAN13: 9781788926539
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

TransformingWorldLanguageTeaching

Transforming World Language Teaching and Teacher Education for Equity and Justice

NEW PERSPECTIVES ON LANGUAGE AND EDUCATION Founding Editor:Viv Edwards,University of Reading, UK Series Editors:Le Ha, Phan Hawaii at Manoa, USAUniversity of  and Joel Windle, Monash University, Australia. Two decades of research and development in language and literacy education have yielded a broad, multidisciplinary focus. Yet education systems face constant economic and technological change, with attendant issues of identity and power, community and culture. What are the implications for language edu cation of new 'semiotic economies' and communications technologies? Of complex blendings of cultural and linguistic diversity in communities and institutions? Of new cultural, regional and national identities and practices? The New Perspect ives on Language and Education series will feature critical and interpretive, disc iplinary and multidisciplinary perspectives on teaching and learning, language and literacy in new times. New proposals, particularly for edited volumes, are exp ected to acknowledge and include perspectives from the Global South. Contributions from scholars from the Global South will be particularly sought out and welcomed, as we ll as those from marginalized communities within the Global North. All books in this series are externally peer-reviewed. Full details of all the books in this series and of all our other publications can be found o n http://www.multilingual-matters.com, or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol BS1 2AW, UK.

NEW PERSPECTIVES ON LANGUAGE AND EDUCATION: 103

Transforming World Language Teaching and Teacher Education for Equity and Justice

PushIng BoundarIes In US contexts

EdIted by Beth Wassell and Cassandra Glynn

MULTILINGUAL MATTERS Bristol • Jackson

DOIhttps://doi.org/10.21832/WASSEL6515 Library of Congress Cataloging in Publication Data A catalog record for this book is available from the Library of Congress. Names: Wassell, Beth A., editor. | Glynn, Cassandra, editor. Title: Transforming World Language Teaching and Teacher Education for Equity and Justice: Pushing Boundaries in US contexts/Edited by Beth Wassell and Cassandra Glynn. Description: Bristol; Jackson: Multilingual Matters, 2022. | Includes bibliographical references and index. | Summary: “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”—Provided by publisher. Identifiers: LCCN 2021058416 (print) | LCCN 2021058417 (ebook) | ISBN 9781788926508 (paperback) | ISBN 9781788926515 (hardback) | ISBN 9781788926539 (epub) | ISBN 9781788926522 (pdf) Subjects: LCSH: Social justice and education—United States. | Language and languages— Study and teaching—United States. | Educational equalization—United States. | Language teachers—Training of—United States. Classification: LCC LC192.2.T75 2022 (print) | LCC LC192.2 (ebook) | DDC 379.2/60973—dc23/eng/20220217 LC record available at https://lccn.loc.gov/2021058416 LC ebook record available athttps://lccn.loc.gov/2021058417

British Library Cataloguing in Publication Data A catalogue entry for this book is available from the British Library.

ISBN-13: 978-1-78892-651-5 (hbk) ISBN-13: 978-1-78892-650-8 (pbk)

Multilingual Matters UK: St Nicholas House, 31–34 High Street, Bristol BS1 2AW, UK. USA: Ingram, Jackson, TN, USA.

Website:www.multilingual-matters.com Twitter:Multi_Ling_Mat Facebook:https://www.facebook.com/multilingualmatters Blog:www.channelviewpublications.wordpress.com

Copyright © 2022 Beth Wassell, Cassandra Glynn and the authors of individual chapters.

All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.

The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.

Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India.

Contents

Contents

Contributors Acknowledgments Editors’ Note 1 Rethinking Our Introduction: Calling out Ourselves and Calling in Our Field Cassandra Glynn and Beth Wassell

2

3

4

5

6

Part 1: Disrupting Teaching Stance and Practice in the Classroom What Tension? Exploring a Pedagogy of Possibility in World Language Classrooms Hannah Baggett Enacting Social Justice in World Language Educatio n through Intercultural Citizenship Dorie Conlon Perugini and Manuela Wagner Building Critical Consciousness through Community- Based Language Learning and Global Health Joan Clifford Voces Invisibles: Disrupting the Master Narrative with Afro Latina Counterstories Krishauna Hines-Gaither, Nina Simone Perez and Liz Torres Melendez ‘Sí, yo soy de Puerto Rico’: A Teacher’s Story of Teaching Spanish through and beyond her Latina Identity Johanna Ennser-Kananen and Leisa M. Quiñones-Oramas

Part 2: Resisting and Reworking Traditional World Language Teacher Preparation 7 ‘The World’ Language Education: New Frontiers for Critical Reflection Terry Osborn 8 Can Western Armenian Pedagogy be Decolonial? Train ing Heritage Language Teachers in Social Justice-Based Language Pedagogy Anke al-Bataineh, Kayane Yoghoutjian and Samuel Chakmakjian 9 Learningfrom, withandinthe Community: Community-Engaged World Language Teacher Education at Rutgers Graduate School of Education Urban Social Justice Program Mary Curran 10 Enacting Social Justice in Teacher Education: Mod eling, Reflection and Critical Engagement in the Methods Course Jennifer Wooten, L.J. Randolph Jr. and Stacey Margarita Johnson Index

Contributors