Creating Classrooms of Peace in English Language Teaching

Timely and accessible, this edited volume brings together leading scholars to discuss methods for supporting reconciliation, peace, and sustainable and social change in English language teaching.

Informationen zum Autor Barbara M. Birch is a professor in the Department of Linguistics at California State University, Fresno, California, USA. Klappentext Timely and accessible, this edited volume brings together leading scholars to discuss methods for supporting reconciliation, peace, and sustainable and social change in English language teaching. Zusammenfassung Timely and accessible, this edited volume brings together leading scholars to discuss methods for supporting reconciliation, peace, and sustainable and social change in English language teaching. Around the world, peace and reconciliation are urgent themes that are inextricably connected to the study and practice of teaching English. The book features a diversity of voices and addresses pedagogies of peace, universal responsibility, and global interdependence in the domain of English language education. Organized in three strands, Part 1 addresses policy and implementation, Part 2 addresses teacher education, and Part 3 addresses content and lesson planning. With chapters drawn from a dozen countries and contexts, this book paves the way for English language teachers to harness their social capital and pedagogical agency to create sustainable peace globally and locally, and in and outside the classroom. It is essential reading for scholars and students in TESOL, applied linguistics, and peace education. Inhaltsverzeichnis Chapter 1 Species Identity and Creating Classrooms of Peace (Birch) Part 1 Policy and Implementation for Peace Prologue: Committed Comprehensive Investment (Birch) Chapter 2 Navigating the Path Toward a Culture of Peace in Colombia (Ferrer Ariza, Forero, and Sánchez Cardona) Chapter 3 Peace Education in a Colombian Master of Arts Program (Ferrer Ariza, Forero, and Sánchez Cardona) Part 2 Teacher Education for Peace Prologue: Committed Comprehensive Preparation (Birch) Chapter 4 A New Peace Linguistics Approach to Empathy, Language and Leadership (Curtis) Chapter 5 Building Meta-Cultural Awareness (Gage) Chapter 6 Expressing Emotions with Students in the Gaza Strip (Imperiale) Chapter 7 Socio-emotional Education in Muslim Schools (Nasser and El-Bilawi) Chapter 8 Linguistic Landscape: The Sign and the Self in the Israel/Palestine Region (Schvarcz and Khawaja) Part 3 Content and Lesson Planning for Peace Prologue: Committed Classrooms (Birch) Chapter 9 Critical Group Work for Dialogue and Peacebuilding (Azzi) Chapter 10 Intentional Peace Education in the English Classroom (Church) Chapter 11 Leveraging Students' Citizenship Values with Project-Based Learning (Gómez, Arrieta, and Rosado) Chapter 12 Creating Intercultural Communicative Competence Through Virtual Collaboration (Guamguami and R'boul) Chapter 13 Peacemaking Circles in the English Language Classroom (McNair and Pentón Herrera) Chapter 14 World Englishes and Linguicism: Spreading Linguistic Tolerance (Norova) ...

Autorentext

Barbara M. Birch is a professor in the Department of Linguistics at California State University, Fresno, California, USA.

Inhalt

Chapter 1 Species Identity and Creating Classrooms of Peace (Birch)

Part 1 Policy and Implementation for Peace

Prologue: Committed Comprehensive Investment (Birch)
Chapter 2 Navigating the Path Toward a Culture of Peace in Colombia (Ferrer Ariza, Forero, and Sánchez Cardona)
Chapter 3 Peace Education in a Colombian Master of Arts Program (Ferrer Ariza, Forero, and Sánchez Cardona)

Part 2 Teacher Education for Peace

Prologue: Committed Comprehensive Preparation (Birch)
Chapter 4 A New Peace Linguistics Approach to Empathy, Language and Leadership (Curtis)
Chapter 5 Building Meta-Cultural Awareness (Gage)
Chapter 6 Expressing Emotions with Students in the Gaza Strip (Imperiale)
Chapter 7 Socio-emotional Education in Muslim Schools (Nasser and El-Bilawi)
Chapter 8 Linguistic Landscape: The Sign and the Self in the Israel/Palestine Region (Schvarcz and Khawaja)

Part 3 Content and Lesson Planning for PeacePrologue: Committed Classrooms (Birch)
Chapter 9 Critical Group Work for Dialogue and Peacebuilding (Azzi)
Chapter 10 Intentional Peace Education in the English Classroom (Church)
Chapter 11 Leveraging Students' Citizenship Values with Project-Based Learning (Gómez, Arrieta, and Rosado)
Chapter 12 Creating Intercultural Communicative Competence Through Virtual Collaboration (Guamguami and R'boul)
Chapter 13 Peacemaking Circles in the English Language Classroom (McNair and Pentón Herrera)
Chapter 14 World Englishes and Linguicism: Spreading Linguistic Tolerance (Norova)