Language Teacher Education Beyond Borders

Multilingualism, Transculturalism, and Critical Approaches
Herausgeber: Vesz, Fernando Zolin; Oliveira, Luciana C de; Banegas, Darío Luis; Yazan, Bedrettin

• Gebundenes Buch

Produktbeschreibung

"This volume provides a global overview of how language teacher education can explore multilingualism and transculturalism through critical approaches influenced by a range of theories encompassing several aspects of postcolonialism and language ideologies. It offers a theoretical and empirical overview of how language teacher education has addressed multilingualism and transculturalism in critical approaches in many complex countries"--

Produktdetails

• Verlag: Bloomsbury Academic
• Seitenzahl: 200
• Erscheinungstermin: 19. September 2024
• Englisch
• Abmessung: 234mm x 156mm x 25mm
• Gewicht: 454g
• ISBN-13: 9781350408289
• ISBN-10: 135040828X
• Artikelnr.: 69722889

Autorenporträt

Fernando Zolin Vesz is Assistant Professor in the Department of Linguistics at the Federal University of Mato Grosso, Brazil. He has published papers in collective volumes, such as The Politics of English Second Language Writing Assessment in Global Contexts. Dario Luis Banegas is Lecturer in Language Education at the Moray House School of Education and Sport, University of Edinburgh, Scotland. He has co-edited volumes on initial language teacher education and gender and sexuality diversity in English language education. Luciana C. de Oliveira is Associate Dean in the School of Education and a Professor in the Department of Teaching and Learning at Virginia Commonwealth University, USA. She has authored or edited 28 books and has over 200 publications in various outlets.

Inhaltsangabe

List of Figures List of Tables List of Contributors Acknowledgements 1.
Introduction: On How Language Teacher Education Can Critically Address
Multilingualism and Transculturalism, Fernando Zolin Vesz (University of
Mato Grosso, Brazil), Dario Luis Banegas (University of Edinburgh,
Scotland) and Luciana C. de Oliveira (Virginia Commonwealth University,
USA) 2. How Language Education Finds It Difficult to Go Along with Critical
Approaches: A School Case from Scotland, Argyro Kanaki (University of
Dundee, Scotland) 3. Decolonizing Multilingualism and Transnationalism in a
Mono-Cultural and United Land: Narratives and Linguistic Landscapes from
Language Education in Thailand, Adcharawan Buripakdi (Suranaree University
of Technology, Thailand) and Thidaporn Jumpakate (Victoria University of
Wellington, New Zealand) 4. "Even Though I'm Not a Native Speaker": a Qazaq
EFL Teacher Educator's Identities, Serikbolsyn Tastanbek (University of
British Columbia, Canada) 5. Promoting Multilingualism through a
Transnational Definition of Culture, Daniela Silva (University of Texas at
San Antonio, USA) 6. An Analysis of Language Teacher Education Curricula:
Preparing Pre-Service Teachers for Contemporary Pluricultural Classrooms,
Camila Höfling (Federal University of Sao Carlos, Brazil) and Patricia de
Oliveira Lucas (Federal University of Piaui, Brazil) 7. Towards a
Plurilingual Pedagogy and Critical Intercultural Perspective in
Bi/Multilingual Schools and the "Global Kids Portfolio", Michele Salles El
Kadri (State University of Londrina, Brazil), Vivian Saviolli (State
University of Londrina, Brazil) and Andressa Cristina Molinari (State
University of Londrina, Brazil) 8. Crafting Borders and Identities through
State Multiculturalism and Interculturalism Policies, Maryam Almohammad
(University of Edinburgh, Scotland) Index