Kooperativer Bibliotheksverbund

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Format: 1 online resource (352 pages)

Edition: 1st ed.

ISBN: 9781350400351

Series Statement: Critical Approaches and Innovations in Language Teacher Education

Content: 〈b〉This book showcases how teacher educators from diverse backgrounds, contexts, and realities approach English language teacher education with a critical stance.〈/b〉 Organized into nine parts that explore different facets of English Language Teaching, each section opens with theoretical considerations chapters and features 24 practical application chapters. Written by renowned scholars including Graham Hall, Lili Cavalheiro, and Mario López Gopar, among others, the theoretical considerations chapters offer concise insights into current issues and controversies in the field, point out opportunities for criticality, and discuss implications for teacher education. Written by critically-oriented teacher educators/researchers from various parts of the world including Brazil, Germany, Morocco, Sweden, Turkey, and the USA, among others, the practical application chapters exhibit various ways to incorporate critical approaches in reshaping current teacher education practices (ranging from critical and queer pedagogy to translanguaging to multilingualism) along with a critical reflection of the potentials and the challenges involved in their application.

Note: List of Figures List of Tables List of Contributors Foreword Series Editor Foreword List of Abbreviations 〈b〉Part I: Introduction〈/b〉 1. Introducing Criticality and Critical English Language Teacher Education: Tensions, Opportunities, and Possibilities, 〈i〉Ali Fuad Selvi (University of Alabama, USA) and Ceren Kocaman (University of Potsdam, Germany)〈/i〉 〈b〉Part II: Teaching Methods And Methodologies〈/b〉 2. Beyond Language Teaching Methods and Methodologies,〈i〉 〈/i〉〈i〉Graham Hall (Northumbria University, UK)〈/i〉 3. Challenging Standard Language Ideology and Promoting Critical Language Awareness in Teacher Education, 〈i〉John Chi and Kellie Rolstad (University of Maryland, USA)〈/i〉 4. Social Justice Language Teacher Education in Turkey: Insights from an EFL Writing Classroom , 〈i〉Adnan Yilmaz (University of Stirling, UK), Deniz Ortaçtepe-Hart (University of Glasgow, UK) and Rabia Irem Durmus (Ondokuz Mayis University, Turkey)〈/i〉 5. Cultivating a Language Teaching and Social Justice Praxis: Paying Attention to the Tension to Set Intention, 〈i〉Netta Avineri (Middlebury Institute of International Studies at Monterey, USA)〈/i〉 〈b〉Part III: Instructional Materials Analysis And Development〈/b〉 6. Pedagogizing Critical Materials Analysis and Development, 〈i〉Yasemin Tezgiden-Cakcak (Middle East Technical University, Turkey)〈/i〉 7. Analyzing Instructional Materials: A GELT Activity in a Brazilian Context, 〈i〉Marcia Regina Pawlas Carazzai (Universidade Estadual do Centro-Oeste, Brazil) and Ana Raquel Fialho Ferreira Campos (Universidade Estadual do Centro-Oeste, Brazil)〈/i〉 8. The Affirming Diversity Project: Supporting Teachers Creating and Exchanging Culturally and Linguistically Responsive Materials, 〈i〉Priscila Leal (University of Hawai'i at Manoa, Hawaii) and Perla Barbosa (〈/i〉〈i〉Salem State University〈/i〉〈i〉, USA)〈/i〉 9. Critical Antiracist Teacher Education: Insights from the seminar "Racism and the ELT Classroom", 〈i〉Natalie Langensiepen (Bergische Universität Wuppertal, Germany)〈/i〉 〈b〉Part IV: Classroom Management, Observation, And Practicum〈/b〉 10. Classroom Management, Observation, and Practicum, 〈i〉David Gerlach (Bergische Universität Wuppertal, Germany)〈/i〉 11. Critically Reflecting on Diversity and Learners' Needs: An example from Aotearoa New Zealand, 〈i〉Karen Ashton (Massey University, New Zealand)〈/i〉 12. A Guide for Observing Community, School, and Classroom: Balancing Students' Lives and Language Policies, 〈i〉Alex Egido (Federal University of Maranhão (UFMA), Brazil)〈/i〉 13. Developing Criticality through Professional Development with In-Service Language Teachers, 〈i〉Mareen Lüke (Pädagogische Hochschule Zug, Switzerland)〈/i〉 14. Achieving Social Justice in the English Classroom: Ideas to Introduce Queer Pedagogies to Pre-/in-service Teachers of English, 〈i〉?zge Güney (University of South Florida, USA)〈/i〉 〈b〉Part V: Second Language Assessment〈/b〉 15. Critical Language Teacher Education and Language Assessment, 〈i〉Seyyed-Abdolhamid Mirhosseini (University of Hong Kong, Hong Kong)〈/i〉 16. Disrupting Assumptions in ELT Assessment, 〈i〉Laura Loder Buechel (Zurich University of Teacher Education, Switzerland)〈/i〉 〈b〉Part VI: Curriculum Development〈/b〉 17. Curriculum Development, Evaluation, Design, and Innovation,〈i〉 Sunny Man Chu Lau (Bishop's University, Canada) and Angel M. Y. Lin (Simon Fraser University, Canada)〈/i〉 18. A Language-Based Approach to Content Instruction: Critical Reflections on Implementation in a TESOL Methods Course, 〈i〉Hillary Parkhouse (Virginia Commonwealth University, USA), Luciana C. de Oliveira (Virginia Commonwealth University, USA), Jia Gui (Virginia Commonwealth University, USA)〈/i〉 19. Inquiry-Driven Reflection-in-Action Approach to Promote Culturally Responsive Literacy Practices through Teacher Education Projects, 〈i〉Wing Shuen Lau (Seattle Pacific University, USA), Laura Humes Wahied (Renton School District, USA) and Megan Kelley-Petersen (University of Washington, USA)〈/i〉 〈b〉Part VII: Second Language Development〈/b〉 20. Unsettling Second Language Acquisition Theories through Raciolinguistic, Crip, and Translanguaging Perspectives, 〈i〉Clara Vaz Bauler (Adelphi University, USA) and Gabriella Licata, (University of California, USA)〈/i〉 21. Developing a Translanguaging Stance in Teacher Candidates Via a Middle School and University-Based Teacher Education Program E-tutoring Partnership, 〈i〉Elizabeth Goulette (Madonna University)〈/i〉 22. Exploring Language, Identity, Power and Privilege with Secondary-level EL Teachers: A Critical Language Awareness (CLA) Case Study, 〈i〉Shawna Shapiro (Middlebury College, USA)〈/i〉 23. Un-teaching Native Speaker Fallacy: A Practical Application and Discussion, 〈i〉Tan Gedik (Friedrich-Alexander-Universität Erlangen-Nürnberg, Germany)〈/i〉 〈b〉Part VIII: Teaching Young Language Learners〈/b〉 24. Teaching English to Young Learners: Critical, Multilingual and Decolonial Pedagogies, 〈i〉Mario E. López-Gopar (Universidad Autónoma Benito Juárez de Oaxaca, Mexico)〈/i〉 25. Sustainability and Experiential Learning in Primary English Language Teacher Education in Sweden, 〈i〉Mai Trang Vu (Umeå University, Sweden)〈/i〉 26. Working Against the Monolingual Norms of TEFL at the Primary School Level, 〈i〉Hanna Lämsä-Schmidt (University of Potsdam, Germany)〈/i〉 〈b〉Part XIX: Teaching Culture 〈/b〉 27. Teaching Culture for Critical Global Citizenship, 〈i〉Britta Freitag-Hild (University of Potsdam, Germany)〈/i〉 28. Using Intercultural Virtual Exchange to Promote Critical Pedagogy Practices of English Language Teachers, 〈i〉Laura Torres-Zúñiga (Universidad Autónoma de Madrid, Spain) and Sibel Sögüt (Sinop University, Turkey)〈/i〉 29. Critical Intercultural Education in Moroccan Teacher Education: Practical Insights for Teacher Candidates, 〈i〉Benachour Saidi (Mohammed First University, Morocco)〈/i〉 30. Immigrant Families and Communities as Agents of Interculturality in Preservice Teacher Education, 〈i〉Roxanna Senyshyn (Pennsylvania State University, USA)〈/i〉 〈b〉Part X: Global Englishes〈/b〉 31 Global Englishes: Pluricentricity of Norms, Benchmarks, Functions, and Contexts, 〈i〉Lili Cavalheiro (NOVA University Lisbon, Portugal)〈/i〉 32. Raising Pre-Service Teachers' Global Englishes Awareness through a Materials Development Project, 〈i〉Michelle Kunkel and Kenton Harsch (University of Hawai'i at Manoa, Hawaii)〈/i〉 33. A Translingual Project to Explore Multilingual Identity and Challenge Dominant Language Ideologies, 〈i〉Kristina B. Lewis (Illinois State University, USA)〈/i〉 34. Building Global Englishes into a Pre-Service Teacher Education Curriculum, 〈i〉Naashia Mohammed (University of Auckland, New Zealand)〈/i〉 Afterword, 〈i〉Ryuko Kubota〈/i〉〈i〉 (University of British Columbia, Canada)〈/i〉

Language: English

DOI: 10.5040/9781350400351

URL: https://doi.org/10.5040/9781350400351?locatt=label:secondary_bloomsburyCollections

URL: lizenzpflichtig