Putting Critical Language Pedagogy into Practice
Produktdetaljer
Biografisk notat
Barbara Muszyńska, a Fulbright Senior Award scholar at Texas Woman’s University (2021–2022), works as an assistant professor at the University of Lower Silesia in Wrocław, 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.
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.
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.
List of Contributors
Foreword
Bogusława Dorota Gołębniak
Introduction to the book
Barbara Muszyńska and Holly Hansen-Thomas
Chapter 1. Moving Beyond Reflection - Towards Epistemic Reflexivity in Language Education
Barbara Muszyńska
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 Muszyńska
Index
Produktdetaljer
Biografisk notat
Barbara Muszyńska, a Fulbright Senior Award scholar at Texas Woman’s University (2021–2022), works as an assistant professor at the University of Lower Silesia in Wrocław, 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.