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This edited book expands the current scholarship on teaching world
languages for social justice and equity in K-12 and postsecondary
contexts in the US. Over the past decade, demand has been growing
for a more critical approach to teaching languages and cultures: in
response, this volume brings together a group of scholars whose
work bridges the fields of world language education and critical
approaches to education. Within the current US context, the
chapters address the following key questions: (1) How are
pre-service or in-service world language teachers/professors
embedding issues, understandings, or content related to social
justice, human rights, access, critical pedagogy and equity into
their teaching and curriculum? (2) How are teacher educators
preparing language teachers to teach for social justice, human
rights, access and equity?
The second edition of Words and Actions: Teaching Languages Through
the Lens of Social Justice features an expanded framework, a
variety of new unit, lesson, and activity examples from different
languages and levels, and additional content on how social justice
education fits within the context of contemporary approaches to
language instruction. The revised text provides concrete examples
to help readers navigate the opportunities and challenges inherent
in adopting a social justice lens, such as the differences between
a good cultural lesson and a social justice lesson. Expanded
chapters also provide support for adapting curriculum in different
contexts, including those that emphasize immersion, comprehensible
input, Teaching Proficiency through Reading and Storytelling
(TPRS), and content-based instruction. New educator voices and
examples from both commonly and less commonly taught language
classrooms provide an authentic picture of social justice work
taking place in classrooms across the United States. A new chapter
about critical moments in the classroom has also been added to
provide a clear guide and explicit tools to help teachers address
complex events and challenging moments in the classroom.
This edited book expands the current scholarship on teaching world
languages for social justice and equity in K-12 and postsecondary
contexts in the US. Over the past decade, demand has been growing
for a more critical approach to teaching languages and cultures: in
response, this volume brings together a group of scholars whose
work bridges the fields of world language education and critical
approaches to education. Within the current US context, the
chapters address the following key questions: (1) How are
pre-service or in-service world language teachers/professors
embedding issues, understandings, or content related to social
justice, human rights, access, critical pedagogy and equity into
their teaching and curriculum? (2) How are teacher educators
preparing language teachers to teach for social justice, human
rights, access and equity?
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