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Full Description
This book provides a comprehensive exploration of classroom justice in L2 education. It takes a holistic approach by considering the role of justice in various aspects of L2 education, including teacher-student relationships, teacher education programs, instructional practices, evaluation of teacher effectiveness, assessment, and classroom environments. The book offers groundbreaking perspectives on justice as a positive psychological factor, and emphasizes justice as a teacher's interpersonal trigger for L2 students' emotions and behaviors, providing a fresh and enlightening viewpoint. It presents a comprehensive conceptual framework for classroom justice, defining and delineating its dimensions, principles, and domains, offering readers a clear and structured understanding of the topic. With its focus on practical implications, the book demonstrates how classroom justice research can positively influence L2 teacher education programs, instructional practices, assessment methods, classroom environments, and teacher-student relationships, providing valuable insights for educators and practitioners. It also highlights the importance of further research and proposes avenues for future exploration in the field of classroom justice in L2 education, ensuring that readers are equipped with the latest perspectives and directions. This book serves as a resource for researchers, educators, and practitioners in the field of L2 education, offering a wealth of knowledge and practical guidance.
Contents
Chapter 1. Theoretical and Empirical Rationales for Classroom Justice in L2 Education.- Chapter 2. The Social Psychology of Justice.- Chapter 3. The Conceptualization of Classroom Justice.- Chapter 4. Classroom Justice Measures and Methodology.- Chapter 5. A Theme-Based Review of Classroom Justice Studies.- Chapter 6. Implications of Classroom Justice Research for L2 Education Practice.- Chapter 7. Directions for Future Classroom Justice Research in L2 Education.
