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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)ā 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.
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 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.
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 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.
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