This is an important book. A very important book. It is important
because it both challenges traditional understandings of language
teaching and learning in universities, and rejects new
understandings which only devalue the potential power of language
learning.... This is not, however, merely a critique. The authors
offer a compelling alternative, and do so in a language and style
which mirror the alternative proposed.... The authors illustrate
their ideas through snapshots of classroom practices which help to
build up a picture of what is meant. Such illustrations are
invaluable' - "Teaching in Higher Education
"
'Every so often a book comes along filled with so much wisdom,
critical insight, and sheer humanity that it takes one's breath
away. Modern Languages is such a book. Reclaiming language as both
a site of struggle and a crucial sphere of politics, Alison Phipps
and Mike Gonzalez make it clear that matters of language lie at the
heart of any viable pedagogy in which democracy matters. But not a
language(s) drained of critical possibilities, passion, power, or
imagination, but language as the context and medium in which
meaning is produced, affective investments made, and experiences
are given legitimacy. Any educator, parent, student, or citizen of
the world who cares about democracy, pedagogy, and the crucial role
of modern languages creating the conditions for agency, politics,
and, yes, hope should read this book' "- Professor Henry Giroux,
Waterbury Chair, Penn State University, USA
"
'I expect it will become a much-thumbed handbook for teachers in
search of inspiration, and I am sure it will be a catalyst to
further debate and exploration. But I suspect it mayalso become a
turning point for thinking about modern languages. This book exudes
life and hope. It shows a future where languages can thrive because
they are an integral and indispensable part of what it means to be
human. It is an exhilarating prospect to help to bring that future
closer'" - Professor Michael Kelly, Director, Subject Centre for
Languages, Linguistics and Area Studies, University of
Southampton
"'Modern Languages is argumentative in the best sense: it is
intellectually ambitious and is making a bold and brave argument of
its own. The story is exciting, and offers a radical way of
reconceiving teaching and learning in languages. It is written with
evident passion and conviction and it seeks to reach out to an
audience. The authors come across as committed and even as
brilliant teachers. This is a book for its age but yet may have a
long shelf-life. It has made me think about modern languages and
language teaching and learning in quite new ways' "- Professor
Ronald Barnett, Institute of Education, University of London
"
'This book pushes the traditional field of Modern Languages into
new challenges and it crosses intradisciplinary borders between
different languages and cultures. It is intrinsically about
languaging and about being intercultural. The authors argue that
languages are "a social justice issue," give voice to language
users in general and to language students in particular and engage
into powerful, erudite, reflexive and critical insights. This book
portrays language and culture education as a passionate,
intelligent and committed undertaking. In sum, it is essential and
stimulating reading for those Language and Culture educators,
teaching inModern Language Departments from universities all over
the world, who dare' "- Dr Manuela Guilherme, Researcher, Center
for Social Studies, Universidade de Coimbra
"
This accessible book aims to challenge and stimulate all those
engaged with teaching modern languages in higher education. It is
not a how to' book; rather it engages with the complex, often
paradoxical position of modern languages today, and offers
arguments for, and illustrations of the ways in which teachers of
modern languages can position themselves critically in that rapidly
changing context. It works with the concepts of languaging and
being intercultural, which arise from a rigorous examination of
research findings, a challenging critique of current models of work
within the discipline and a reflection on existing teaching
practices.
Beginning with an examination of the 'crisis' in modern
languages in the U.K. and North America, the authors draw on data
and descriptions of learning experiences in the field and position
themselves critically within the debates. Key problems for teachers
and learners are identified and elaborated through examples of
critical incidents which point to generic as well as specific
issues and solutions in teaching languages in higher education.
The "Teaching & Learning in the Humanities" "series," edited
by Ellie Chambers and Jan Parker, is for beginning and experienced
lecturers. It deals with all aspects of teaching individual arts
and humanities subjects in higher education. Experienced teachers
offer authoritative suggestions on how to become critically
reflective about discipline-specific practices.
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