Full Description
This volume looks at the preparation of future critical language teachers in the face of an increasingly multilingual and transcultural contemporary world. This is seen through the lens of the collapse of Nation-State borders that crumble in the face of migration and the intense flow of languages that comes with it. It brings together international research that problematizes, theorizes, re-positions and re-conceptualizes myriad structural, systemic, ideological, political and pedagogical issues that intersect with the possibilities and impossibilities of the development of language teachers' agency.
The volume examines the needs of linguistically diverse student populations and considers the socio-cultural and socio-political barriers that interfere with the exercise of teacher agency for social justice in language classrooms. It offers a theoretical and empirical overview of how language teacher education has addressed multilingualism and transculturalism in critical approaches in many complex countries in their diversity and/or postcolonial history, including Brazil, Qazaqstan, Scotland, and Thailand.
Contents
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
