Full Description
This collection offers perspectives from established scholars on the theoretical and practical dimensions of English language education in a post-truth era.
Reflecting on the implications of contemporary sociocultural and cultural realities, the volume begins by outlining the conceptual and theoretical foundations for the teaching and learning of English as a platform for post-truth pedagogies.With a focus on relevant educational issues such as literacy, multimodality, interculturality and democratic citizenship, authors provide insight into the unique affordances of English language education in promoting students' critical abilities. The remaining chapters explore these factors at play across empirical studies spanning multiple educational practices and contexts. Chapters feature scholarship on such issues as alternative facts, misinformation, conspiracy theories, taboos, persuasive messaging, binary thinking and polarisation, climate change and environmental awareness.
This book will be of interest to students and scholars in English language learning and teaching, multimodality, critical literacy studies, intercultural and democratic citizenship education, socio-semiotics and applied linguistics, as well as practitioners in these fields.
Contents
PART I: Conceptual Issues, Chapter 1. Post-truth pedagogies in English language education: Key areas of concern Hild Elisabeth Hoff and Aud Solbjørg Skulstad, Chapter 2. The destabilisation of truth: A challenge to critical literacy Hilary Janks, Chapter 3. What does it mean to mean? Tracing the theoretical turns towards post-truth literacy Frank Serafini and George Hruby, PART II: Theoretical Issues, Chapter 4. From dichotomy to complexity: Popular music as a catalyst for moving beyond binary thinking Hild Elisabeth Hoff, Chapter 5. Learning tasks and persuasion in post-truth educational contexts Aud Solbjørg Skulstad, Chapter 6. Exploring linguistic taboos and intercultural learning in the EAL classroom Daniel Becker, PART III: EMPIRICAL ISSUES, Chapter 7. Teaching multimodal news to children in the post-truth era Fei Victor Lim and Jing Hui Melody Heng, Chapter 8. Reading political visuals: A study of Norwegian upper secondary EAL students' interpretations of visual meaning-making in US news reports Sigrid Ørevik, Chapter 9. Critical approaches to conspiracy theories in the EAL classroom: Deconstructing the great replacement theory Massimiliano Demata and Denise Filmer, Chapter 10. Pre-service English language teachers' critical engagement with multimodal texts: Navigating knowledge and imaginaries Cecilie Waallann Brown and Milica Savić, Chapter 11. Ecodialogic teaching and learning in the post-truth era Hege Emma Rimmereide, Index
