Transforming World Language Teaching and Teacher Education for Equity and Justice , livre ebook

Description
The book cover features the title “Transforming World Language Teaching and Teacher Education for Equity and Justice: Pushing Boundaries in US Contexts” in bold text on a dark background. Below the title, the editors’ names, Beth Wassell and Cassandra Glynn, are listed. The lower half of the cover displays an artistic illustration of diverse, colorful hands reaching toward a central globe. The hands are depicted in various vibrant colors and textures. The globe at the center shows a view of the Earth with continents and oceans. On the right side of the cover, a vertical text block reads “new perspectives on language and education.”
Transforming World Language Teaching and Teacher Education for Equity and Justice
NEW PERSPECTIVES ON LANGUAGE AND EDUCATION
Founding Editor: Viv Edwards, University of Reading, UK
Series Editors: Phan Le Ha, University of Hawaii at Manoa, USA and Joel Windle, Monash University, Australia .
Two decades of research and development in language and literacy education have yielded a broad, multidisciplinary focus. Yet education systems face constant economic and technological change, with attendant issues of identity and power, community and culture. What are the implications for language education of new 'semiotic economies' and communications technologies? Of complex blendings of cultural and linguistic diversity in communities and institutions? Of new cultural, regional and national identities and practices? The New Perspectives on Language and Education series will feature critical and interpretive, disciplinary and multidisciplinary perspectives on teaching and learning, language and literacy in new times. New proposals, particularly for edited volumes, are expected to acknowledge and include perspectives from the Global South. Contributions from scholars from the Global South will be particularly sought out and welcomed, as well as those from marginalized communities within the Global North.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol BS1 2AW, UK.
NEW PERSPECTIVES ON LANGUAGE AND EDUCATION: 103
Transforming World Language Teaching and Teacher Education for Equity and Justice
Pushing Boundaries in US Contexts
Edited by
Beth Wassell and Cassandra Glynn
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/WASSEL6515
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Wassell, Beth A., editor. | Glynn, Cassandra, editor.
Title: Transforming World Language Teaching and Teacher Education for Equity and Justice: Pushing Boundaries in US contexts/Edited by Beth Wassell and Cassandra Glynn.
Description: Bristol; Jackson: Multilingual Matters, 2022. | Includes bibliographical references and index. | Summary: “This edited book expands the current scholarship on teaching world languages for social justice and equity in K-12 and postsecondary contexts in the US. The chapters address how world language teachers approach social justice in their teaching, and how teacher educators prepare teachers to teach for social justice in the language classroom”—Provided by publisher.
Identifiers: LCCN 2021058416 (print) | LCCN 2021058417 (ebook) | ISBN 9781788926508 (paperback) | ISBN 9781788926515 (hardback) | ISBN 9781788926539 (epub) | ISBN 9781788926522 (pdf)
Subjects: LCSH: Social justice and education—United States. | Language and languages—Study and teaching—United States. | Educational equalization—United States. | Language teachers—Training of—United States. Classification: LCC LC192.2.T75 2022 (print) | LCC LC192.2 (ebook) | DDC 379.2/60973—dc23/eng/20220217
LC record available at https://lccn.loc.gov/2021058416
LC ebook record available at https://lccn.loc.gov/2021058417
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-78892-651-5 (hbk)
ISBN-13: 978-1-78892-650-8 (pbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2022 Beth Wassell, Cassandra Glynn and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India.
Contents
Contributors
Acknowledgments
Editors’ Note
1 Rethinking Our Introduction: Calling out Ourselves and Calling in Our Field
Cassandra Glynn and Beth Wassell
Part 1: Disrupting Teaching Stance and Practice in the Classroom
2 What Tension? Exploring a Pedagogy of Possibility in World Language Classrooms
Hannah Baggett
3 Enacting Social Justice in World Language Education through Intercultural Citizenship
Dorie Conlon Perugini and Manuela Wagner
4 Building Critical Consciousness through Community-Based Language Learning and Global Health
Joan Clifford
5 Voces Invisibles: Disrupting the Master Narrative with Afro Latina Counterstories
Krishauna Hines-Gaither, Nina Simone Perez and Liz Torres Melendez
6 ‘ Sí, yo soy de Puerto Rico ’: A Teacher’s Story of Teaching Spanish through and beyond her Latina Identity
Johanna Ennser-Kananen and Leisa M. Quiñones-Oramas
Part 2: Resisting and Reworking Traditional World Language Teacher Preparation
7 ‘The World’ Language Education: New Frontiers for Critical Reflection
Terry Osborn
8 Can Western Armenian Pedagogy be Decolonial? Training Heritage Language Teachers in Social Justice-Based Language Pedagogy
Anke al-Bataineh, Kayane Yoghoutjian and Samuel Chakmakjian
9 Learning from, with and in the Community: Community-Engaged World Language Teacher Education at Rutgers Graduate School of Education Urban Social Justice Program
Mary Curran
10 Enacting Social Justice in Teacher Education: Modeling, Reflection and Critical Engagement in the Methods Course
Jennifer Wooten, L.J. Randolph Jr. and Stacey Margarita Johnson
Index
Contributors
Anke al-Bataineh is a former secondary special needs teacher who has MAs in Teaching and Endangered Languages, and a PhD in Language Sciences. Dr al-Bataineh’s doctoral research examined the maintenance of Western Armenian in the Middle East and Europe. Based on this research and her more than 15 years of teaching languages in diverse contexts, Dr al-Bataineh co-created an immersion summer camp and collocal teacher training program for Western Armenian teachers from around the world and is developing innovative project-based curriculum for endangered languages. She is also Chair of the MA in English Language Teaching at Western Governors University.
Hannah Baggett is a former high school French teacher and current associate professor in the College of Education at Auburn University. Her research interests include critical theories, race and education, and educator beliefs. She also has particular interest in qualitative and participatory methods. Her work has been published in journals such as the American Educational Research Journal , Teaching and Teacher Education , Whiteness and Education and Qualitative Inquiry .
Samuel Chakmakjian is a heritage speaker of Western Armenian, a fourth-generation Bostonian, and an alumnus and former teacher at St. Stephen’s Armenian Saturday School of Greater Boston. He holds a bachelor’s degree in Language and Linguistics from Brandeis University, and a master’s degree in Sciences du langage with a concentration on Armenian from l’Institut national des langues et civilisations orientales (INALCO) of Paris. He is currently pursuing a doctorate in Linguistics at INALCO.
Joan Clifford , PhD, is Assistant Professor of the Practice in Spanish in the Department of Romance Studies and Director of Community-Based Language Initiatives in Duke Service-Learning at Duke University. She regularly teaches service-learning courses, has directed global education programs in Chile, Mexico and Spain, and worked with immersive co-curricular service-learning programs in Argentina, Ecuador and the US. Joan explores best practices for community-based learning for world language students in her co-authored book, Community-Based Language Learning: A Framework for Educators (2019).
Mary Curran is a Professor of Professional Practice and Director of Local-Global Partnerships at Rutgers Graduate School of Education. Her research focuses on community-engaged language partnerships and language teacher education.
Johanna Ennser-Kananen is a University Lecturer of English at the University of Jyväskylä in Finland. Her current work focuses on linguistically and culturally sustaining education for migrant teachers and anti-oppressive (language) pedagogies for migrant students, particularly those with refugee experience. Within those areas, she is particularly interested in legitimacy of knowledge (epistemic justice) and language practices. She is the co-editor of the Routledge Handbook of Educational Linguistics and has published in the Modern Language Journal , the International Review of Education , the Encyclop