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Thank you, this book sounds great!</div>
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<p style="font-size: 12pt; margin-top: 0px; margin-bottom: 0px;"><span style="font-family:Calibri,Helvetica,sans-serif; font-size:11pt">Jessie H. Curtis, Ph.D.</span></p>
<p style="margin-top: 0px; margin-bottom: 0px;"><span style="font-size: 14.6667px;">Part Time Faculty</span></p>
<p style="font-size: 12pt; margin-top: 0px; margin-bottom: 0px;"><span style="font-family:Calibri,Helvetica,sans-serif; font-size:11pt">Rutgers English Language Institute</span></p>
<p style="font-size: 12pt; margin-top: 0px; margin-bottom: 0px;"><span style="font-family:Calibri,Helvetica,sans-serif; font-size:11pt">School of Arts & Sciences, Rutgers New Brunswick</span><br>
<span style="font-size: 11pt; font-family: Calibri, Helvetica, sans-serif; color: black;">Past Chair,</span><span style="font-size: 11pt; font-family: Calibri, Helvetica, sans-serif; color: black;"> </span><a href="https://www.tesol.org/advance-the-field/research" target="_blank" rel="noopener noreferrer" title="Original URL: https://www.tesol.org/advance-the-field/research. Click or tap if you trust this link." style="font-size:12pt"><span style="font-family:Calibri,Helvetica,sans-serif; font-size:11pt">TESOL
Research Professional Council</span></a><span style="font-size: 11pt; font-family: Calibri, Helvetica, sans-serif; color: black;"> </span></p>
<p style="font-size: 12pt; margin-top: 0px; margin-bottom: 0px;"><span style="font-size: 11pt; font-family: Calibri, Helvetica, sans-serif; color: black;">NEW <a href="https://www.tandfonline.com/toc/hlie20/22/4?nav=tocList" class="ContentPasted0">Journal of
Language, Identity & Education: Vol 22, No 4 (tandfonline.com)</a></span></p>
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<div><span style="font-family: Calibri, Helvetica, sans-serif; font-size: 11pt; color: rgb(0, 0, 0);">Read my work on
<a href="https://rutgers.academia.edu/JCurtis" title="https://rutgers.academia.edu/JCurtis">
Academia</a>, <a href="https://www.researchgate.net/profile/Jessie-Curtis" title="https://www.researchgate.net/profile/Jessie-Curtis">Research Gate</a>, and in</span></div>
<div><span style="font-family: Calibri, Helvetica, sans-serif; font-size: 11pt; color: rgb(0, 0, 0);"><a href="https://www.multilingual-matters.com/page/detail/Preparing-Teachers-to-Work-with-Multilingual-Learners/?k=9781788926096" title="https://www.multilingual-matters.com/page/detail/Preparing-Teachers-to-Work-with-Multilingual-Learners/?k=9781788926096">Preparing
Teachers to Work with Multilingual Learners</a> (2021)</span></div>
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<div id="divRplyFwdMsg" dir="ltr"><font face="Calibri, sans-serif" style="font-size:11pt" color="#000000"><b>From:</b> Edling <edling-bounces@lists.mail.umbc.edu> on behalf of David Balosa via Edling <edling@lists.mail.umbc.edu><br>
<b>Sent:</b> Thursday, September 7, 2023 3:13 AM<br>
<b>To:</b> Educational Linguistics List <Edling@lists.mail.umbc.edu><br>
<b>Cc:</b> David Balosa <dbalosa1@umbc.edu><br>
<b>Subject:</b> [Edling] New Book of Interest- Critical Pedagogies for Modern Languages Education</font>
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<div dir="ltr">Dear all,
<div>I thought this volume <i>Critical Pedagogies for Modern Languages Education</i> (2023) by Bloomsbury may be of interest to some of us.</div>
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<div><a href="https://www.bloomsbury.com/us/critical-pedagogies-for-modern-languages-education-9781350298798/" originalsrc="https://www.bloomsbury.com/us/critical-pedagogies-for-modern-languages-education-9781350298798/" shash="qJPtYrk4Pu198fDrSRxDus5Q1524UQ2aFlBBQC2qCqxUJpXeUDq1Z20P+G3qAvsKEQ1dC20E66VlEvqqPrLbPlGmg8pTzQZc4Baudzz8p3IGJRB1IcB7+Pf23fHh2p6Bl4IxDBtFJ5/mT19Qa6VXnXEBvOOOx5oAAThVg0Pz/KI=">https://www.bloomsbury.com/us/critical-pedagogies-for-modern-languages-education-9781350298798/</a><br>
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Description</h3>
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In the context of Black Lives Matter, decolonizing initiatives, #MeToo, climate emergency protests and other movements for social and environmental justice, this volume posits a simple question: how can modern languages be taught so that they challenge rather
than reinforce social inequalities?<br style="box-sizing:border-box">
Informed by interdisciplinary theories, <i style="box-sizing:border-box">Critical Pedagogies for Modern Language Education</i> focuses on practical discussions of case studies in areas directly relevant to the classroom contexts of modern languages educators.
The volume transforms modern language educators and the modern language profession by putting the politics of language teaching at the centre of its analysis. With case studies covering 11 languages (Modern Standard Arabic, Dutch, English, French, German,
Levantine, Mandarin, Portuguese, Spanish, Swedish, Tamazight) across 13 countries and regions (Austria, Brazil, China, France, Italy, the Levant, Morocco, the Netherlands, Palestine, Spain, Sweden, the UK, and the USA), the contributors cover a wide range
of theories, including critical discourse analysis, activist pedagogies, culturally sustaining pedagogy, linguistic justice and translanguaging.<br style="box-sizing:border-box">
With student-teacher collaboration at its heart, critical modern languages pedagogy unmasks the ideologies and hegemonies that lie behind mainstream language use and affirms the value of minority linguistic and cultural practices. The volume thus provides transformative
approaches to modern languages teaching and learning that respond to the key social concerns of the 21st century.</p>
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<i class="x_gmail-bp-icon-eye" style="box-sizing:border-box; font-size:16px; color:rgb(113,129,199)"></i>READ AN EXTRACT
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Table of Contents</h3>
<div class="x_gmail-product-detail-description__body x_gmail-readmore-toc" id="x_gmail-undefined1" style="box-sizing:border-box; overflow:hidden; width:545px; color:rgb(33,37,41); font-family:"Open Sans",Arial,Helvetica,sans-serif; font-size:14px; font-weight:600; max-height:none; height:904.281px">
Introduction: What is Critical Modern Languages Education? <i style="box-sizing:border-box">Derek Hird (Lancaster University, UK)</i><br style="box-sizing:border-box">
<span style="box-sizing:border-box; font-weight:bolder">Part I: Interculturality, Decolonization, and Decanonization</span><br style="box-sizing:border-box">
1. Existential Literacy: Promoting the Culture of the Dignity of all Languages in Modern Languages Classroom, <i style="box-sizing:border-box">David Balosa (Independent Scholar)</i><br style="box-sizing:border-box">
2. English Teaching in the Global South: Interculturality, Postcoloniality and Critical Pedagogy, <i style="box-sizing:border-box">Hamza R'boul (</i><i style="box-sizing:border-box">Education University of Hong Kong, Hong Kong</i><i style="box-sizing:border-box">)</i><br style="box-sizing:border-box">
3. Pedagogical Stylistics and World Literature in English in Upper Secondary Schools, <i style="box-sizing:border-box">Isabella Marinaro (Sapienza University of Rome, Italy)</i><br style="box-sizing:border-box">
<span style="box-sizing:border-box; font-weight:bolder">Part II: Multilingualism, Translingualism and Linguistic Diversity</span><br style="box-sizing:border-box">
4. From Babble to <i style="box-sizing:border-box">Babel</i>: Engaging Linguistic Diversity in the College Classroom at Home and Abroad, <i style="box-sizing:border-box">Lucile Duperron (Dickinson College, USA)</i><br style="box-sizing:border-box">
5. Bridging Languages, Bridging Cultures: AFL Learners' Translingual Journeys, <i style="box-sizing:border-box">Sahar Alshobaki (Roehampton University, UK)</i><br style="box-sizing:border-box">
<span style="box-sizing:border-box; font-weight:bolder">Part III: Beyond Stereotypes and Discrimination</span><br style="box-sizing:border-box">
6. Modern Language Pedagogy Beyond Sombreros and Toreros, <i style="box-sizing:border-box">Candace Skibba (Carnegie Mellon University, USA)</i><br style="box-sizing:border-box">
7. Third-Person Pronouns, Gender and the Han Gaze in the Chinese Modern Languages Classroom, <i style="box-sizing:border-box">Derek Hird (Lancaster University, UK)</i><br style="box-sizing:border-box">
8. On Facing Racism in ELT: Black Teachers and Racially Relevant Pedagogies in Discussion, <i style="box-sizing:border-box">Gabriel Nascimento (Federal University of Southern Bahia, Brazil)</i><br style="box-sizing:border-box">
<span style="box-sizing:border-box; font-weight:bolder">Part IV: Textbook Discourses</span><br style="box-sizing:border-box">
9. The First Encounter: Representations of Gender and LGBTQ+ in Textbooks for Learners of Dutch and Swedish as a Foreign Language, <i style="box-sizing:border-box">Josef Wikström (Comenius University, Slovakia) and Juul Wolters (Independent Scholar)</i><br style="box-sizing:border-box">
10. “For us foreigners, licking your fingers clean is a good habit”: On Learning Chinese and Learning about Discourse from Chinese-Language Textbooks, <i style="box-sizing:border-box">Séagh Kehoe, Paul Kendall and Gerda Wielander (University of Westminster,
UK)</i><br style="box-sizing:border-box">
<span style="box-sizing:border-box; font-weight:bolder">Part V: Teacher Education</span><br style="box-sizing:border-box">
11. Translanguaging in Austrian Primary Teacher Education, <i style="box-sizing:border-box">Theresa Guczogi (University College of Teacher Education Vienna/Krems, Austria)</i><br style="box-sizing:border-box">
12. Learning Language in All Subjects - The Key for More Equal Opportunities: A Mixed Methods Study on the Concept of <i style="box-sizing:border-box">Sprachliche Bildung </i>(Integrative Language Learning) in Primary Schools in Vienna and Lower Austria, <i style="box-sizing:border-box">Golriz
Gilak (University College of Teacher Education Vienna/Krems, Austria)</i><br style="box-sizing:border-box">
13. English for Creative Resistance: Critical Pedagogy in a Teacher Education Programme in Palestine, <i style="box-sizing:border-box">Maria Grazia Imperiale (University of Glasgow, UK)</i><br style="box-sizing:border-box">
Index</div>
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<div>David M. Balosa, Ph.D. <span style="font-size:12.8px"> </span></div>
<div><span style="font-size:12.8px">Language, Literacy, & Culture Ph.D. Program </span></div>
<div>Intercultural GSO President 2012-2013</div>
<div>Alumnus 2020 (Cohort 14)</div>
<div>*The University of Maryland, Baltimore County (UMBC)<br>
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<div>**1000 Hilltop Circle, Baltimore, MD 21250*<br>
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<div><a href="https://llc.umbc.edu/home/news-events/?id=56945" originalsrc="https://llc.umbc.edu/home/news-events/?id=56945" shash="BLXbe+QfEzun/BQ50K0+rV9hnyX1wOKhQBJunV3VMAVddZs9jtLtAbS9/60TxePxVNIr7Lnnmgzamq0aFZ9fIp17Vq3Q4bmZoP+kJqP8tmxr9M4D9nzNyc3Nv/F1roKy4yOum1dGeoYn0DqQtZ2u04+PYiBfZQI4c7DuHirTwac=" target="_blank"><font face="times new roman, serif">https://llc.umbc.edu/home/news-events/?id=56945</font></a></div>
<div><font face="times new roman, serif"><a href="https://www.taylorfrancis.com/chapters/edit/10.4324/9781003138433-11/existential-sociolinguistics-david-balosa" originalsrc="https://www.taylorfrancis.com/chapters/edit/10.4324/9781003138433-11/existential-sociolinguistics-david-balosa" shash="kfQ8CvJ+ryXj4qPsNEXfb/w3gDRl/VO/8NQ5jFyfVH6bzYI6ITh4MVZXMxjeKA3wf2baAm1CaOFZXWk4v1WGZYGDlvw35YD9S3uGsetJzDzN2MJIek9SH9IPdXfpHln/4+1Wky+V6YUYq42eOMb9Z77SERsQP8qUH0hpRPZ60ws=" target="_blank">https://www.taylorfrancis.com/chapters/edit/10.4324/9781003138433-11/existential-sociolinguistics-david-balosa</a><br>
</font></div>
<div><font face="times new roman, serif"><a href="https://www.bloomsburycollections.com/book/critical-pedagogies-for-modern-languages-education-criticality-decolonization-and-social-justice/ch1-existential-literacy?from=search" originalsrc="https://www.bloomsburycollections.com/book/critical-pedagogies-for-modern-languages-education-criticality-decolonization-and-social-justice/ch1-existential-literacy?from=search" shash="e6XMzTLCXZB1xpvSazG7nwWVweGXo7gdmKWL4Y+r7M6m7FLNS6L3FygznoQ8oFhAOAV0uh9EAc9hzDWCClFQT4sMDdAYRnedHELNrt+gsxOWx5x4FGWRh1sgp8rtLGjvrdzGg5xTeizwFhrOEmgG02C4YgQ/ilHWZaCZZ92loLY=" target="_blank">https://www.bloomsburycollections.com/book/critical-pedagogies-for-modern-languages-education-criticality-decolonization-and-social-justice/ch1-existential-literacy?from=search</a></font><br>
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<div>The world would be a better place if we all strive for existential unity for equity, diversity, inclusion, and human dignity (EDIHD) for all. -David Balosa</div>
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