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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)’ 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.
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