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OverviewFull Product DetailsAuthor: Beth Wassell , Cassandra GlynnPublisher: Multilingual Matters Imprint: Multilingual Matters Dimensions: Width: 15.60cm , Height: 1.60cm , Length: 23.40cm Weight: 0.490kg ISBN: 9781788926515ISBN 10: 178892651 Pages: 224 Publication Date: 29 April 2022 Audience: College/higher education , Professional and scholarly , Postgraduate, Research & Scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsContributors 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 IndexReviewsThis 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 * 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 * 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 * 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 * Author InformationBeth 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). Tab Content 6Author Website:Countries AvailableAll regions |
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