This collection explores the critical decolonial practices of applied linguistics researchers from Latin America and the Latin American diaspora, shedding light on the processes of epistemological decolonization and moving from a monolingual to a multilingual stance. The volume brings together participants from an AILA 2021 symposium, in which researchers reflected on applied linguistics in Latin America, and on the ways in which it brought concerns around social justice, the legacy of coloniality, and the role of monolingual English in education to the fore. Each chapter is composed of four parts: an autobiographical section written both in Spanish or Portuguese and in English followed by a reflection on the epistemological differences between versions; a discussion in English of the research project; a critical reflection on the epistemic practices and critical pedagogies enacted in the project; and the author(s)’ understanding of the concept of decolonization and recommendations for further decolonizing the monolingual mindset of language teachers and learners. At once linguistic, epistemological, and political, the collection aims to diversify the concept of decoloniality itself and showcase other ways in which decolonial thought can be implemented in language education. This book will be of interest to scholars in applied linguistics, sociolinguistics, and language education.

This text brings together well-known scholars in two relatively distinct fields (language acquisition and language socialization) and from a variety of orientations within applied linguistics - psycho and sociolinguistics, anthropological linguistics, educational linguistics - to describe language development from a relational perspective. The notion of ecology offers a convenient metaphor for the complex variational processes that take place within individuals and between individuals and their social and cultural environment, as they attempt to learn the language of the other.;The theme of ecology affords a fresh look into phenomena not encompassed by language acquisition or language socialization research alone. It puts into question traditional ways of looking at time, space, subjectivity, identity in the acquisition of another language and its use in a variety of social contexts. For language teachers and educators, this book attempts to eschew traditional dichotomies such as language acquisition vs. language use, and to capture the complex and holistic nature of language learning and teaching.

Language is not simply a tool for communication - symbolic power struggles underlie any speech act, discourse move, or verbal interaction, be it in face-to-face conversations, online tweets or political debates. This book provides a clear and accessible introduction to the topic of language and power from an applied linguistics perspective. It is clearly split into three sections: the power of symbolic representation, the power of symbolic action and the power to create symbolic reality. It draws upon a wide range of existing work by philosophers, sociolinguists, sociologists and applied linguists, and includes current real-world examples, to provide a fresh insight into a topic that is of particular significance and interest in the current political climate and in our increasingly digital age. The book shows the workings of language as symbolic power in educational, social, cultural and political settings and discusses ways to respond to and even resist symbolic violence.

Language is not simply a tool for communication - symbolic power struggles underlie any speech act, discourse move, or verbal interaction, be it in face-to-face conversations, online tweets or political debates. This book provides a clear and accessible introduction to the topic of language and power from an applied linguistics perspective. It is clearly split into three sections: the power of symbolic representation, the power of symbolic action and the power to create symbolic reality. It draws upon a wide range of existing work by philosophers, sociolinguists, sociologists and applied linguists, and includes current real-world examples, to provide a fresh insight into a topic that is of particular significance and interest in the current political climate and in our increasingly digital age. The book shows the workings of language as symbolic power in educational, social, cultural and political settings and discusses ways to respond to and even resist symbolic violence.

The prominent scholar-contributors to this volume share their experiences developing the field of US German Studies and their thoughts on literature and interdisciplinarity, pluralism and diversity, and transatlantic dialogue. The decisive contribution of the exile generation of the 1930s and '40s to German Studies in the United States is well known. The present volume carries the story forward to the next generation(s), giving voice to scholars from the US and overseas, many of them mentored by the exile generation. The exiles knew vividly the value of the Humanities; the following generations, though spared the experience of historical catastrophe, have found formidable challenges in building and maintaining the field in a time increasingly dismissive of that value. The scholar-contributors to this volume, prominent members of the profession, share their experiences of finding their way in the field and helping to develop it to its present state as well as their thoughts on its present challenges, including the question of the role of literature and of interdisciplinarity, pluralism, and diversity. Of particular interest is therole of transatlantic dialogue. Contributors: Leslie A. Adelson, Hans Adler, Russell A. Berman, Jane K. Brown, Walter Hinderer, Robert C. Holub, Leroy Hopkins, Andreas Huyssen, Claire Kramsch, Wilhelm Krull, Paul Michael Lutzeler, Mark W. Roche, Judith Ryan, Azade Seyhan, Lynne Tatlock, Liliane Weissberg. Paul Michael Lutzeler is Rosa May Distinguished University Professor in the Humanities at Washington University, St. Louis. PeterHoeyng is Associate Professor of German at Emory University.

Claire Kramsch and Lihua Zhang use an ecological approach and a complexity thought model to examine the identities, experiences, and practices of foreign language teachers as native or non-native speakers, multilingual instructors, and professional educators. What is their sense of legitimacy? How do they bridge the historical and cultural gaps between them and their students? What stories do they share in the classroom? Which do they not share? How do they view their ethical responsibility?

Brave New Digital Classroom examines the most effective ways to utilize technology in language learning. The author deftly interweaves the latest results of pedagogical research with descriptions of the most successful computer-assisted language learning (CALL) projects to show how to implement technology in the foreign language curriculum to assist the second language acquisition process. This fully updated second edition includes new chapters on the latest electronic resources, including gaming and social media, and discusses the realities and potential of distance learning for second language acquisition. The author examines the web, CALL applications, and computer-mediated communication (CMC), and suggests how the new technologically assisted curriculum will work for the foreign-language curriculum. Rather than advocating new technologies as a replacement for activities that can be done equally well with traditional processes, the author envisions a radical change as teachers rethink their strategies and develop their competence in the effective use of technology in language teaching and learning. Directed at all language teachers, from the elementary school to postsecondary levels, the book is ideal for graduate-level courses on second language pedagogy. It also serves as an invaluable reference for experienced researchers, CALL developers, department chairs, and administrators.

Language Acquisition and Language Socialization brings together well-known scholars in two relatively distinct fields - language acquisition and language socialization - and from a variety of orientations within applied linguistics (psycholinguistics, socioloinguistics, anthropological linguistics, educational linguistics) to describe language development from a relational perspective. The notion of ecology offer a convenient metaphor for the complex variational processes that take place within individuals, and between individuals and their social and cultural environment, as they attempt to learn the language of the Other. The chapters are a response to the three main questions discussed inthe Introduction: What conceptual models best capture the ecological nature of language learning? What research approaches are most likely to illuminate the relationship between language and social structure? How is educational success defined for language acquisition and language socialization? For researchers, the main strength of the book will be its empirical and phenomenological base, and the variety of methods used.The theme of ecology affords a fresh look in to phenomena not encompassed by the language acquisition or languge socialization research alone. It puts in to question traditional ways of looking at time, space, subjectivity and identity in the acquisition of another langauge and its use in a variety of social contexts. For language teachers and educators, this book avoids the traditional dichotomies such as language acquisition vs. language use, and captures the complex and holistic nature of language learning and teaching. Claire Kramsch is Professor of German and Foreign Language Acquisition, University of California, Berkeley.