Activism in Language Teaching and Language Teacher Education
portes grátis
Activism in Language Teaching and Language Teacher Education
Ward, Natalia; Warren, Amber
Bloomsbury Publishing PLC
10/2024
232
Dura
9781350422131
Pré-lançamento - envio 15 a 20 dias após a sua edição
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List of Figures
List of Tables
List of Contributors
Series Editor Foreword
Introduction: Understanding Activism in Language Teaching and Language Teacher Education, Amber N. Warren (Vanderbilt University, USA) and Natalia A. Ward (East Tennessee State University, USA)
1. Transforming Language Teachers into Agents of Social Change in Tuerkiye, Adnan Yilmaz (University of Stirling, UK), Deniz Ortactepe Hart (University of Glasgow, UK) and Servet Celik (Trabzon University, Tuerkiye)
2. A Case Study of Pre-Service Teachers' Activism in Teacher Certification Program in Indonesia, Mateus Yumarnamto (Universitas Katolik Widya Mandala Surabaya, Indonesia)
3. Teacher Educator Narratives on a Course Design to Motivate EFL Pre-Service Teachers for Activism, Isil Guenseli Kacar (Middle East Technical University (METU), Turkey) and Ayse Kizildag (Aksaray University, Tuerkiye)
4. Challenging Monolingual Language Ideologies in Teacher Education, Heather Linville (University of Wisconsin LaCrosse, USA)
5. Designing Activist Curricula for Language Arts Using Indic-Centric Multicultural Children's Literature, Howard L. Smith (University of Texas San Antonio, USA) and Kalpana Mukunda Iyengar (University of Texas San Antonio, USA)
6. Embracing and Empowering Activism in Pre-Service Teacher Education in Switzerland, Laura Loder Buechel (Zurich University, Switzerland)
7. Teacher Activism in the Language Education of Adult Migrants to the UK, Michael Hepworth (University of Sunderland, UK) and Robert Peutrell (Independent Scholar, UK)
8. Teacher Perspectives on the Foundations of Practice Project's Model for Learning to Teach Refugee and Immigrant Students, Lynn Rochelle Daniel (Tolleson Union High School District, Arizona, USA) and Marissa Winmill (Kent School District, Washington, USA)
9. Filipino Language Teacher Activism from in-the-Classroom Critical Pedagogy to out-of-the Classroom Creative Resistance, Juland Salayo and Jonathan Vergara Geronimo (University of the Philippines-Diliman, Philippines)
10. Rethinking Language Teacher Activism for Emergent Bilinguals from Intersectional and Assemblage Perspectives, Jihea Maddamsetti (Old Dominion University, USA)
Conclusion: Future Directions for Research and Practice, Amber N. Warren (Vanderbilt University, USA) and Natalia A. Ward (East Tennessee State University, USA)
Index
List of Tables
List of Contributors
Series Editor Foreword
Introduction: Understanding Activism in Language Teaching and Language Teacher Education, Amber N. Warren (Vanderbilt University, USA) and Natalia A. Ward (East Tennessee State University, USA)
1. Transforming Language Teachers into Agents of Social Change in Tuerkiye, Adnan Yilmaz (University of Stirling, UK), Deniz Ortactepe Hart (University of Glasgow, UK) and Servet Celik (Trabzon University, Tuerkiye)
2. A Case Study of Pre-Service Teachers' Activism in Teacher Certification Program in Indonesia, Mateus Yumarnamto (Universitas Katolik Widya Mandala Surabaya, Indonesia)
3. Teacher Educator Narratives on a Course Design to Motivate EFL Pre-Service Teachers for Activism, Isil Guenseli Kacar (Middle East Technical University (METU), Turkey) and Ayse Kizildag (Aksaray University, Tuerkiye)
4. Challenging Monolingual Language Ideologies in Teacher Education, Heather Linville (University of Wisconsin LaCrosse, USA)
5. Designing Activist Curricula for Language Arts Using Indic-Centric Multicultural Children's Literature, Howard L. Smith (University of Texas San Antonio, USA) and Kalpana Mukunda Iyengar (University of Texas San Antonio, USA)
6. Embracing and Empowering Activism in Pre-Service Teacher Education in Switzerland, Laura Loder Buechel (Zurich University, Switzerland)
7. Teacher Activism in the Language Education of Adult Migrants to the UK, Michael Hepworth (University of Sunderland, UK) and Robert Peutrell (Independent Scholar, UK)
8. Teacher Perspectives on the Foundations of Practice Project's Model for Learning to Teach Refugee and Immigrant Students, Lynn Rochelle Daniel (Tolleson Union High School District, Arizona, USA) and Marissa Winmill (Kent School District, Washington, USA)
9. Filipino Language Teacher Activism from in-the-Classroom Critical Pedagogy to out-of-the Classroom Creative Resistance, Juland Salayo and Jonathan Vergara Geronimo (University of the Philippines-Diliman, Philippines)
10. Rethinking Language Teacher Activism for Emergent Bilinguals from Intersectional and Assemblage Perspectives, Jihea Maddamsetti (Old Dominion University, USA)
Conclusion: Future Directions for Research and Practice, Amber N. Warren (Vanderbilt University, USA) and Natalia A. Ward (East Tennessee State University, USA)
Index
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
education; language teaching; language teacher education; activism; activist pedagogy; educational equity; teacher development; professional development; social justice; linguistics; sociolinguistics
List of Figures
List of Tables
List of Contributors
Series Editor Foreword
Introduction: Understanding Activism in Language Teaching and Language Teacher Education, Amber N. Warren (Vanderbilt University, USA) and Natalia A. Ward (East Tennessee State University, USA)
1. Transforming Language Teachers into Agents of Social Change in Tuerkiye, Adnan Yilmaz (University of Stirling, UK), Deniz Ortactepe Hart (University of Glasgow, UK) and Servet Celik (Trabzon University, Tuerkiye)
2. A Case Study of Pre-Service Teachers' Activism in Teacher Certification Program in Indonesia, Mateus Yumarnamto (Universitas Katolik Widya Mandala Surabaya, Indonesia)
3. Teacher Educator Narratives on a Course Design to Motivate EFL Pre-Service Teachers for Activism, Isil Guenseli Kacar (Middle East Technical University (METU), Turkey) and Ayse Kizildag (Aksaray University, Tuerkiye)
4. Challenging Monolingual Language Ideologies in Teacher Education, Heather Linville (University of Wisconsin LaCrosse, USA)
5. Designing Activist Curricula for Language Arts Using Indic-Centric Multicultural Children's Literature, Howard L. Smith (University of Texas San Antonio, USA) and Kalpana Mukunda Iyengar (University of Texas San Antonio, USA)
6. Embracing and Empowering Activism in Pre-Service Teacher Education in Switzerland, Laura Loder Buechel (Zurich University, Switzerland)
7. Teacher Activism in the Language Education of Adult Migrants to the UK, Michael Hepworth (University of Sunderland, UK) and Robert Peutrell (Independent Scholar, UK)
8. Teacher Perspectives on the Foundations of Practice Project's Model for Learning to Teach Refugee and Immigrant Students, Lynn Rochelle Daniel (Tolleson Union High School District, Arizona, USA) and Marissa Winmill (Kent School District, Washington, USA)
9. Filipino Language Teacher Activism from in-the-Classroom Critical Pedagogy to out-of-the Classroom Creative Resistance, Juland Salayo and Jonathan Vergara Geronimo (University of the Philippines-Diliman, Philippines)
10. Rethinking Language Teacher Activism for Emergent Bilinguals from Intersectional and Assemblage Perspectives, Jihea Maddamsetti (Old Dominion University, USA)
Conclusion: Future Directions for Research and Practice, Amber N. Warren (Vanderbilt University, USA) and Natalia A. Ward (East Tennessee State University, USA)
Index
List of Tables
List of Contributors
Series Editor Foreword
Introduction: Understanding Activism in Language Teaching and Language Teacher Education, Amber N. Warren (Vanderbilt University, USA) and Natalia A. Ward (East Tennessee State University, USA)
1. Transforming Language Teachers into Agents of Social Change in Tuerkiye, Adnan Yilmaz (University of Stirling, UK), Deniz Ortactepe Hart (University of Glasgow, UK) and Servet Celik (Trabzon University, Tuerkiye)
2. A Case Study of Pre-Service Teachers' Activism in Teacher Certification Program in Indonesia, Mateus Yumarnamto (Universitas Katolik Widya Mandala Surabaya, Indonesia)
3. Teacher Educator Narratives on a Course Design to Motivate EFL Pre-Service Teachers for Activism, Isil Guenseli Kacar (Middle East Technical University (METU), Turkey) and Ayse Kizildag (Aksaray University, Tuerkiye)
4. Challenging Monolingual Language Ideologies in Teacher Education, Heather Linville (University of Wisconsin LaCrosse, USA)
5. Designing Activist Curricula for Language Arts Using Indic-Centric Multicultural Children's Literature, Howard L. Smith (University of Texas San Antonio, USA) and Kalpana Mukunda Iyengar (University of Texas San Antonio, USA)
6. Embracing and Empowering Activism in Pre-Service Teacher Education in Switzerland, Laura Loder Buechel (Zurich University, Switzerland)
7. Teacher Activism in the Language Education of Adult Migrants to the UK, Michael Hepworth (University of Sunderland, UK) and Robert Peutrell (Independent Scholar, UK)
8. Teacher Perspectives on the Foundations of Practice Project's Model for Learning to Teach Refugee and Immigrant Students, Lynn Rochelle Daniel (Tolleson Union High School District, Arizona, USA) and Marissa Winmill (Kent School District, Washington, USA)
9. Filipino Language Teacher Activism from in-the-Classroom Critical Pedagogy to out-of-the Classroom Creative Resistance, Juland Salayo and Jonathan Vergara Geronimo (University of the Philippines-Diliman, Philippines)
10. Rethinking Language Teacher Activism for Emergent Bilinguals from Intersectional and Assemblage Perspectives, Jihea Maddamsetti (Old Dominion University, USA)
Conclusion: Future Directions for Research and Practice, Amber N. Warren (Vanderbilt University, USA) and Natalia A. Ward (East Tennessee State University, USA)
Index
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
