Full Description
This open access book provides practical and theoretical perspectives for thinking about and promoting activism in language teaching and language teacher education.
Featuring work from a range of global contexts, this edited volume showcases the innovative ways language education professionals engage in and embrace activism. Contributions detail practices and pedagogies to foster curricular innovation and activist stances within teacher education, professional development, and language teaching. Collectively, these chapters illuminate how educators engage with and enact activism to forge an equitable and socially-just education landscape.
Readers will find theoretical frameworks and practical approaches to catalyze both reflection and action towards social change in language education.
The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.
Contents
List of Figures
List of Tables
List of Contributors
Series Editor Foreword
Introduction: Understanding Activism in Language Teaching and Language Teacher Education, Amber N. Warren (Vanderbilt University, USA) and Natalia A. Ward (East Tennessee State University, USA)
1. Transforming Language Teachers into Agents of Social Change in Türkiye, Adnan Yilmaz (University of Stirling, UK), Deniz Ortaçtepe Hart (University of Glasgow, UK) and Servet Çelik (Trabzon University, Türkiye)
2. A Case Study of Pre-Service Teachers' Activism in Teacher Certification Program in Indonesia, Mateus Yumarnamto (Universitas Katolik Widya Mandala Surabaya, Indonesia)
3. Teacher Educator Narratives on a Course Design to Motivate EFL Pre-Service Teachers for Activism, Isil Günseli Kaçar (Middle East Technical University (METU), Turkey) and Ayse Kizildag (Aksaray University, Türkiye)
4. Challenging Monolingual Language Ideologies in Teacher Education, Heather Linville (University of Wisconsin LaCrosse, USA)
5. Designing Activist Curricula for Language Arts Using Indic-Centric Multicultural Children's Literature, Howard L. Smith (University of Texas San Antonio, USA) and Kalpana Mukunda Iyengar (University of Texas San Antonio, USA)
6. Embracing and Empowering Activism in Pre-Service Teacher Education in Switzerland, Laura Loder Buechel (Zurich University, Switzerland)
7. Teacher Activism in the Language Education of Adult Migrants to the UK, Michael Hepworth (University of Sunderland, UK) and Robert Peutrell (Independent Scholar, UK)
8. Teacher Perspectives on the Foundations of Practice Project's Model for Learning to Teach Refugee and Immigrant Students, Lynn Rochelle Daniel (Tolleson Union High School District, Arizona, USA) and Marissa Winmill (Kent School District, Washington, USA)
9. Filipino Language Teacher Activism from in-the-Classroom Critical Pedagogy to out-of-the Classroom Creative Resistance, Juland Salayo and Jonathan Vergara Geronimo (University of the Philippines-Diliman, Philippines)
10. Rethinking Language Teacher Activism for Emergent Bilinguals from Intersectional and Assemblage Perspectives, Jihea Maddamsetti (Old Dominion University, USA)
Conclusion: Future Directions for Research and Practice, Amber N. Warren (Vanderbilt University, USA) and Natalia A. Ward (East Tennessee State University, USA)
Index
