图书简介
This volume introduces teaching methodologies for improving and incorporating representation, inclusion and social justice perspectives in the world language curriculum. Chapters present state-of-the-art research and cover many different language contexts, including French, Spanish, Mandarin, and Portuguese. Authors discuss difficult and hot topics, such as Critical Language Awareness, Critical Race Theory, non-binary language use in gendered languages, culturally sustaining curriculum, teaching heritage language speakers, and more. Ideal for graduate courses, students, and scholars in world language education, the volume offers new pathways and strategies for promoting diversity and equity in the classroom.
Introduction: The Need for Representation, Inclusion, and Social Justice in World Language Teaching
Rosti Vana and Lillie Padilla
PART 1: CHALLENGING HEGEMONIC DISCOURSE THROUGH REPRESENTATION, CRITICALITY, AND INCLUSIVITY
Chapter 1: Critical Race Theory, Interculturality and Power Imbalances: Intersectionality in English Language Education
Hamza R’boul and Benachour Saidi
Chapter 2: Connecting Heritage Language and Ethnic Studies Pedagogies: A Path to Transformative Critical Consciousness
Angélica Amezcua and Ana Sánchez-Muñoz
Chapter 3: Teaching Practices of Inclusive Language in Portuguese
Cristiane Soares, Eduardo Viana da Silva and Gláucia V. Silva
Chapter 4: Teaching Direct Non-Binary Spanish
Liana Stepanyan, and Maria Mercedes Fages Agudo
Chapter 5: Creating Visibility through Curriculum: Representing Afro-Latinx in Spanish Language Teaching
Lillie Padilla
Chapter 6: Bilingual Education: Leaving (and not leaving) Race Behind
Ofelia García, María Cioè-Peña and Brittany Frieson
Chapter 7: Black Languaging as Antiracist Pedagogy in the World Language Classroom
L.J. Randolph and Aris Clemmons
PART 2: NEW DIRECTIONS IN WORLD LANGUAGE TEACHING: TOOLS FOR RESEARCHERS AND EDUCATORS
Chapter 8: (Re)imagining Study-Away as a Tool towards Linguistic Inclusion, Equity, and Social Justice for Speakers of US Spanish
Leslie Del Carpio and Rosti Vana
Chapter 9: Critical Language Awareness for all: Including Receptive Learners’ Voices in the SHL Classroom
Sergio Loza
Chapter 10: Translanguaging in Mandarin Instruction
Xiaodi Zhou and Xiaochen Du
PART 3: CRITIC
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