[Edling] New Book of Interest- Critical Pedagogies for Modern Languages Education

Thu Sep 7 07:13:10 UTC 2023

Dear all,
I thought this volume  *Critical Pedagogies for Modern Languages Education*
(2023) by Bloomsbury may be of interest to some of us.

https://www.bloomsbury.com/us/critical-pedagogies-for-modern-languages-education-9781350298798/

Description

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?
Informed by interdisciplinary theories, *Critical Pedagogies for Modern
Language Education* 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.
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.
READ AN EXTRACT
Table of Contents
Introduction: What is Critical Modern Languages Education? *Derek Hird
(Lancaster University, UK)*
Part I: Interculturality, Decolonization, and Decanonization
1. Existential Literacy: Promoting the Culture of the Dignity of all
Languages in Modern Languages Classroom, *David Balosa (Independent
Scholar)*
2. English Teaching in the Global South: Interculturality, Postcoloniality
and Critical Pedagogy, *Hamza R'boul (**Education University of Hong Kong,
Hong Kong**)*
3. Pedagogical Stylistics and World Literature in English in Upper
Secondary Schools, *Isabella Marinaro (Sapienza University of Rome, Italy)*
Part II: Multilingualism, Translingualism and Linguistic Diversity
4. From Babble to *Babel*: Engaging Linguistic Diversity in the College
Classroom at Home and Abroad, *Lucile Duperron (Dickinson College, USA)*
5. Bridging Languages, Bridging Cultures: AFL Learners' Translingual
Journeys, *Sahar Alshobaki (Roehampton University, UK)*
Part III: Beyond Stereotypes and Discrimination
6. Modern Language Pedagogy Beyond Sombreros and Toreros, *Candace Skibba
(Carnegie Mellon University, USA)*
7. Third-Person Pronouns, Gender and the Han Gaze in the Chinese Modern
Languages Classroom, *Derek Hird (Lancaster University, UK)*
8. On Facing Racism in ELT: Black Teachers and Racially Relevant Pedagogies
in Discussion, *Gabriel Nascimento (Federal University of Southern Bahia,
Brazil)*
Part IV: Textbook Discourses
9. The First Encounter: Representations of Gender and LGBTQ+ in Textbooks
for Learners of Dutch and Swedish as a Foreign Language, *Josef Wikström
(Comenius University, Slovakia) and Juul Wolters (Independent Scholar)*
10. “For us foreigners, licking your fingers clean is a good habit”: On
Learning Chinese and Learning about Discourse from Chinese-Language
Textbooks, *Séagh Kehoe, Paul Kendall and Gerda Wielander (University of
Westminster, UK)*
Part V: Teacher Education
11. Translanguaging in Austrian Primary Teacher Education, *Theresa Guczogi
(University College of Teacher Education Vienna/Krems, Austria)*
12. Learning Language in All Subjects - The Key for More Equal
Opportunities: A Mixed Methods Study on the Concept of *Sprachliche
Bildung *(Integrative Language Learning) in Primary Schools in Vienna and
Lower Austria, *Golriz Gilak (University College of Teacher Education
Vienna/Krems, Austria)*
13. English for Creative Resistance: Critical Pedagogy in a Teacher
Education Programme in Palestine, *Maria Grazia Imperiale (University of
Glasgow, UK)*
Index
-- 
David M. Balosa, Ph.D.
Language, Literacy, & Culture Ph.D. Program
Intercultural GSO President 2012-2013
Alumnus 2020 (Cohort 14)
*The University of Maryland, Baltimore County (UMBC)
**1000 Hilltop Circle, Baltimore, MD 21250*

https://llc.umbc.edu/home/news-events/?id=56945
https://www.taylorfrancis.com/chapters/edit/10.4324/9781003138433-11/existential-sociolinguistics-david-balosa
https://www.bloomsburycollections.com/book/critical-pedagogies-for-modern-languages-education-criticality-decolonization-and-social-justice/ch1-existential-literacy?from=search

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
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