Putting Critical Language Pedagogy into Practice

Putting Critical Language Pedagogy into Practice explores the practice of language teaching through the lens of critical pedagogy, reflexivity, and the importance of reflexivity for teacher development. It also shows how these reflexive practices can contribute to more inclusivity and decolonization of the curriculum.

Putting Critical Language Pedagogy into Practice explores the practice of language teaching through the lens of critical pedagogy, reflexivity, and the importance of reflexivity for teacher development. It also shows how these reflexive practices can contribute to more inclusivity and decolonization of the curriculum.

A range of experts argue persuasively for epistemological reflexivity in practice and demonstrate how to implement this critical thinking into daily instructional practice. Each chapter is structured around three themes in order to help readers connect challenging theoretical ideas into day to day teaching practice: Reflection - the author's story and issue of concern; Epistemic Reflexivity - personal epistemologies reflecting on the social conditions influencing the theory underpinning that author's practices; Resolved action - how the epistemic reflexivity leads to purposeful decision-making enacted in classroom contexts.

Original, thoughtful and challenging, this text is fascinating and instructional reading for language education advanced students, researchers and practitioners.

The idea for this book emerged during the Fulbright scholarship at Texas Woman's University out of the mutual research interests of the editors.

Autorentext

Barbara Muszyska, a Fulbright Senior Award scholar at Texas Woman's University (20212022), works as an assistant professor at the University of Lower Silesia in Wrocaw, Poland. Her research focuses on language education in multilingual and multicultural contexts promoting the conditions for critical reflection.

Holly Hansen-Thomas is Vice Provost for Research, Innovation, and Corporate Engagement, and Professor of Bilingual and ESL Education at Texas Woman's University in Denton, TX. A two-time Fulbright Scholar, she has worked in language education for several decades. Her research interests include ESL training for mainstream teachers and EB's development of academic language.

Klappentext

Putting Critical Language Pedagogy into Practice explores the practice of language teaching through the lens of critical pedagogy, reflexivity, and the importance of reflexivity for teacher development. It also shows how these reflexive practices can contribute to more inclusivity and decolonization of the curriculum. A range of experts argue persuasively for epistemological reflexivity in practice and demonstrate how to implement this critical thinking into daily instructional practice. Each chapter is structured around three themes in order to help readers connect challenging theoretical ideas into day to day teaching practice: Reflection - the author's story and issue of concern; Epistemic Reflexivity - personal epistemologies reflecting on the social conditions influencing the theory underpinning that author's practices; Resolved action - how the epistemic reflexivity leads to purposeful decision-making enacted in classroom contexts. Original, thoughtful and challenging, this text is fascinating and instructional reading for language education advanced students, researchers and practitioners. The idea for this book emerged during the Fulbright scholarship at Texas Woman's University out of the mutual research interests of the editors.

Inhalt

List of Contributors

Foreword

Bogusawa Dorota Gobniak

Introduction to the book

Barbara Muszyska and Holly Hansen-Thomas

Chapter 1. Moving Beyond Reflection - Towards Epistemic Reflexivity in Language Education

Barbara Muszyska

Chapter 2. Enacting Critical Consciousness to Name and Act on My Monolingual Ideologies:

An Example from a Scholar's Teaching and Research

Mary Amanda Stewart

Chapter 3. Don't Just Talk About It, Be About It: Supporting Critical Pedagogy in

Teacher Education

Aimée Myers and Gage Jeter

Chapter 4. Addressing Embodied Assumptions through a Self-Coaching Model

Elise Brittan

Chapter 5. Providing Spaces for Critical Reflections

Mariannella Núñez

Chapter 6. Teaching through Conceptual Art: seeking convergence in diversity

Christine Calfoglou and Spiros Polymeris

Chapter 7. Critical Pedagogy through Artistic Citizenship: Beyond Traditional Means

Victor Lozada

Chapter 8. Critical Scholarship of Hope: Language Teacher Education and Schools in Poland

Aleksandra Ita Olszewska

Call to Action

Holly Hansen-Thomas and Barbara Muszyska

Index