Democracy and World Language Education

La danĝera lingvo [The dangerous language]. Progreso. Liu, H. (2006). Neutrality of international languages. Journal of Universal Language, 37, 64. McKay, S., & Hornberger, N. (Eds.). (1996). Sociolinguistics and language teaching.

Author: Timothy Reagan

Publisher: IAP

ISBN: 9781648028403

Category: Education

Page: 249

View: 741


This book challenges the reader to consider issues of language and linguistic discrimination as they impact world language education. Using the nexus of race, language, and education as a lens through which one can better understand the role of the world language education classroom as both a setting of oppression and as a potential setting for transformation, Democracy and World Language Education: Toward a Transformation offers insights into a number of important topics. Among the issues that are addressed in this timely book are linguicism, the ideology of linguistic legitimacy, raciolinguistics, and critical epistemology. Specific cases and case studies that are explored in detail include the contact language Spanglish, African American English, and American Sign Language. The book also includes critical examinations of the less commonly taught languages, the teaching of classical languages (primarily Latin and Greek), and the paradoxical learning and speaking of “critical languages” that are supported primarily for purposes of national security (Arabic, Chinese, Farsi, Russian, etc.).

World Language Education as Critical Pedagogy

In other words, the case for the study of world languages rests on the view that all people in a democratic society are entitled to the best and most complete sort of education possible. As the philosopher of education John Dewey so ...

Author: Timothy G. Reagan

Publisher: Routledge

ISBN: 9781000172072

Category: Education

Page: 322

View: 824


Accessible and cutting-edge, this text is a pivotal update to the field and offers a much-needed critical perspective on world language education. Building off their classic 2002 book, The Foreign Language Educator in Society, Timothy G. Reagan and Terry A. Osborn address major issues facing the world language educator today, including language myths, advocacy, the perceived and real benefits of language learning, linguistic human rights, constructivism, learning theories, language standards, monolingualism, bilingualism and multiculturalism. Organized into three parts – "Knowing Language," "Learning Language," and "Teaching Language" – this book applies a critical take on conventional wisdom on language education, evaluates social and political realities, assumptions, and controversies in the field. Each chapter includes questions for reflection and discussion to support students and educators in developing their own perspectives on teaching and learning languages. With a critical pedagogy and social justice lens, this book is ideal for scholars and students in foreign/world language education, social justice education, and language teaching methodology courses, as well as pre- and in-service teachers.

From Foreign Language Education to Education for Intercultural Citizenship

Composite Default screen 162 Part 2: Intercultural Citizenship Education life); [Lebenswelt und Gestaltung sozialer Beziehungen (Demokratie als Lebensform)]; • society, economy and law (democracy as a form of society); [Gesell- schaft, ...

Author: Michael Byram

Publisher: Multilingual Matters

ISBN: 9781847698834

Category: Language Arts & Disciplines

Page: 285

View: 706


This collection of essays and reflections starts from an analysis of the purposes of foreign language teaching and argues that this should include educational objectives which are ultimately similar to those of education for citizenship. It does so by a journey through reflections on what is possible and desirable in the classroom and how language teaching has a specific role in education systems which have long had, and often still have, the purpose of encouraging young people to identify with the nation-state. Foreign language education can break through this framework to introduce a critical internationalism. In a ‘globalised’ and ‘internationalised’ world, the importance of identification with people beyond the national borders is crucial. Combined with education for citizenship, foreign language education can offer an education for ‘intercultural citizenship’.

Teaching World Languages for Social Justice

knowledge that can be addressed through a thoughtful approach to world language education fully considering the context in ... then the study of foreign languages is central to an educational program among people committed to democracy.

Author: Terry A. Osborn

Publisher: Routledge

ISBN: 9781135609856

Category: Education

Page: 192

View: 904


Teaching World Languages for Social Justice: A Sourcebook of Principles and Practices offers principles based on theory, and innovative concepts, approaches, and practices illustrated through concrete examples, for promoting social justice and developing a critical praxis in foreign language classrooms in the U.S. and in wider world language communities. For educators seeking to translate these ideals into classroom practice in an environment dominated by the current standards movement and accountability measures, the critical insights on language education offered in this text will be widely welcomed. The text is designed as a sourcebook for translating theory into practice. Each chapter includes the theoretical base, guidelines for practice, discussion of the relationship to existing practices in the world language classroom, suggestions for activity development (which can be integrated into a professional portfolio), illustrative examples, questions for reflection, and additional suggested readings. Teaching World Languages for Social Justice is a primary or supplementary text for second and foreign language teaching methods courses and is equally appropriate for graduate courses in language education or educational studies.

Language Democracy and Education in Africa

Why insist on their learning English or French first before modern technology could be introduced to them ? ( Fafunwa , 1990 : 103 ) Fafunwa's claim of a correlation between underdevelopment and the use of a foreign language as a ...

Author: Birgit Brock-Utne

Publisher: Nordic Africa Institute

ISBN: 9171064915

Category: Political Science

Page: 47

View: 436


This publication is built on two papers. In the first paper the author looks at the language question through the eyes of a social and political scientist. The second paper is an extended version of the author's talk to the NAI Research Forum on 24 January 2002.

Genre in World Language Education

He is a graduate of the Master of Education in World Language Education program at The Ohio State University. In his work with his students, he uses genre and functional linguistics to enact a pedagogy based on inclusivity and democracy ...

Author: Francis John Troyan

Publisher: Routledge

ISBN: 9781000216318

Category: Education

Page: 282

View: 298


Ideal for methods and foundational courses in world languages education, this book presents a theoretically informed instructional framework for instruction and assessment of world languages. In line with ACTFL and CEFR standards, this volume brings together scholarship on contextualized, task-based performance assessment and instruction with a genre theory and pedagogy to walk through the steps of designing and implementing effective genre-based instruction. Chapters feature step-by-step lesson designs, models of performance assessment, and a wealth of practical and research-based examples on how to make languages explicit to students through a focus on genre. Including sections on Arabic, French, Spanish, Italian, and other major world languages, this book demonstrates how to effectively teach and assess world languages in the classroom.

Using Internet Primary Sources to Teach Critical Thinking Skills in World Languages

Herein lies one of the primary rationales for promoting world language training as part of the education process . ... Dewey and others of the pragmatist tradition wrote at great length about the role of education in a democracy as a ...

Author: Grete Pasch

Publisher: Greenwood Publishing Group

ISBN: 0313312591

Category: Language Arts & Disciplines

Page: 135

View: 505


Describes two hundred primary web sites that can reinforce teaching language in the classroom for students in grades seven to twelve by providing background on the cultures of the peoples who speak the language.

Multiliteracies in World Language Education

Martin, J.R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20(1), 10–21. Martin, J.R., & Rose, D. (2005). Designing literacy pedagogy: Scaffolding democracy in the classroom.

Author: Yuri Kumagai

Publisher: Routledge

ISBN: 9781317566090

Category: Education

Page: 263

View: 499


Putting a multiliteracies framework at the center of the world language curriculum, this volume brings together college-level curricular innovations and classroom projects that address differences in meaning and worldviews expressed in learners’ primary and target languages. Offering a rich understanding of languages, genres, and modalities as socioculturally situated semiotic systems, it advocates an effective pedagogy for developing learners’ abilities to operate between languages. Chapters showcase curricula that draw on a multiliteracies framework and present various classroom projects that develop aspects of multiliteracies for language learners. A discussion of the theoretical background and historical development of the pedagogy of multiliteracies and its relevance to the field of world language education positions this book within the broader literature on foreign language education. As developments in globalization, accountability, and austerity challenge contemporary academia and the current structure of world language programs, this book shows how the implementation of a multiliteracies-based approach brings coherence to language programs, and how the framework can help to accomplish the goals of higher education in general and of language education in particular.

Federal Democracies

Language education has become more controversial due to the decision by some German-speaking cantons to teach English, ... and proposals to teach only one 'foreign' language have been rejected in a series of recent cantonal referendums.

Author: Michael Burgess

Publisher: Routledge

ISBN: 9781135158118

Category: Political Science

Page: 368

View: 294


Federal Democracies examines the evolution of the relationship between federalism and democracy and features case studies on USA, Russia, Switzerland, Spain, Germany, Canada and the European Union.

Foreign Language Teaching in Romanian Higher Education

The case of foreign language education in Romania has been the subject of numerous local studies and research ... in the educational system of the country as it transitioned from communism to democracy to European membership in the past ...

Author: Lucia-Mihaela Grosu-Rădulescu

Publisher: Springer

ISBN: 9783319933290

Category: Education

Page: 334

View: 564


This volume gathers recent research findings in the field of foreign language (FL) teaching in Romanian higher education dwelling on both methodology and students’ learning outcomes. The book satisfies the need for an up-to-date overview of FL teaching in Romanian universities in the European context as well as from a global international perspective. This book confers visibility to Romanian foreign language scholars’ research and it opens new paths for debate and collaboration worldwide. The scholars included in this volume have extensive expertise in the field of foreign language teaching and research in higher education which is supported by their international recognition as specialists in their specific areas. The contributing authors approach their respective chapters relying on both qualitative and quantitative research. Their experience and conclusions will prove helpful for any foreign language professional working in tertiary education.