The Foreign Language Educator in Society: Toward A Critical Pedagogy by Timothy G. Reagan, ISBN-13: 978-0805835922

Description

The Foreign Language Educator in Society: Toward A Critical Pedagogy by Timothy G. Reagan, ISBN-13: 978-0805835922

[PDF eBook eTextbook]

• Publisher: ‎ Routledge; 1st edition (December 1, 2001)
• Language: ‎ English
• 200 pages
• ISBN-10: ‎ 080583592X
• ISBN-13: ‎ 978-0805835922

This text brings together two significant domains of educational practice: foreign language education and critical pedagogy–linking them in a way that can help foreign language educators develop a critical awareness of the nature, purposes, and challenges facing foreign language pedagogy. Unique among texts in the field, this is the first to deal explicitly with the social, political, ideological, and economic aspects of language, language learning, and language teaching in our society and to connect the practice of foreign language education with these critical, and crucial, aspects of language and language use.

The Foreign Language Educator in Society: Toward A Critical Pedagogy:

*emphasizes what teachers and future teachers of foreign languages in this country ought to know and understand about language– language attitudes, practices, rights, and policy– and related issues;

*focuses on helping students to move beyond pragmatic pedagogical concerns to the social and political concerns relevant to their teaching; and

*provides students with the opportunity to develop critical perspectives on the central facets of the language education process.

Intended for foreign language education programs at both basic and advanced levels, as well as courses in critical pedagogy, critical language awareness, sociolinguistics, and social and cultural foundations of education, the text provides helpful pedagogical features to direct the reader in applying the content of each chapter to his or her own context.

Table of Contents:

COVER PAGE

TITLE PAGE

COPYRIGHT PAGE

PREFACE

ORGANIZATION OF THE BOOK

ACKNOWLEDGMENTS

NOTE

1

THE REALITIES OF CONTEMPORARY FOREIGN LANGUAGE EDUCATION

THE IDEOLOGICAL LIMITATIONS ON FOREIGN LANGUAGE EDUCATION IN THE UNITED STATES

MAKING THE CASE FOR FOREIGN LANGUAGE EDUCATION

QUESTIONS FOR REFLECTION AND DISCUSSION

FOCUS ON THE CLASSROOM

NOTES

2

THE KNOWLEDGE BASE FOR THE FOREIGN LANGUAGE EDUCATOR

THE REAL-WORLD TASKS OF THE TEACHER

REFLECTIVE PRACTICE IN FOREIGN LANGUAGE EDUCATION

THE NATIVE–HERITAGE LANGUAGE TEACHER

CRITICAL PEDAGOGY AND PUBLIC SCHOOLING

EMANCIPATORY DEMOCRATIC SCHOOLING AND THE FOREIGN LANGUAGE EDUCATOR

QUESTIONS FOR REFLECTION AND DISCUSSION

FOCUS ON THE CLASSROOM

NOTES

3

THE CONCEPT OF LINGUISTIC LEGITIMACY

THE DEBATE ABOUT AFRICAN AMERICAN VERNACULAR ENGLISH

RECOGNIZING AMERICAN SIGN LANGUAGE

ESPERANTO AND OTHER PROBLEMS

TOWARD A CRITIQUE OF LINGUISTIC LEGITIMACY

LINGUISTIC LEGITIMACY AND THE FOREIGN LANGUAGE EDUCATOR

QUESTIONS FOR REFLECTION AND DISCUSSION

FOCUS ON THE CLASSROOM

NOTES

4

METAPHORS IN EDUCATIONAL DISCOURSE

CONSTRUCTING CONSTRUCTIVISM

CONSTRUCTIVIST TEACHING

CONSTRUCTIVIST EPISTEMOLOGY

CONSTRUCTIVISM IN FOREIGN LANGUAGE PEDAGOGY

QUESTIONS FOR REFLECTION AND DISCUSSION

FOCUS ON THE CLASSROOM

NOTES

5

PROBLEM POSING

HOLISM AND THE CRITICAL CURRICULUM: THE ROLE OF INTERDISCIPLINARY UNITS

CRITICAL ASSESSMENT AND EVALUATION

IMPLICATIONS FOR FOREIGN LANGUAGE PEDAGOGY

QUESTIONS FOR REFLECTION AND DISCUSSION

FOCUS ON THE CLASSROOM

NOTES

6

FOREIGNNESS AS IMPRIMATUR

CURRICULAR NULLIFICATION, REVISITED

TOWARD PRACTICING PRAXIS

TOWARD A CRITICAL ACTIVISM

QUESTIONS FOR REFLECTION AND DISCUSSION

FOCUS ON THE CLASSROOM

NOTES

7

CONCEPTUALIZING LANGUAGE RIGHTS

VIOLATIONS OF LANGUAGE RIGHTS

IMPLICATIONS FOR THE FOREIGN LANGUAGE CLASSROOM

QUESTIONS FOR REFLECTION AND DISCUSSION

FOCUS ON THE CLASSROOM

NOTES

8

THE NATURE AND PURPOSES OF LANGUAGE PLANNING

IDEOLOGIES OF LANGUAGE POLICY

THE LANGUAGE PLANNING PROCESS

EVALUATING LANGUAGE POLICIES

THE CASE OF POST-APARTHEID SOUTH AFRICA

THE CASE OF IRISH

LANGUAGE POLICY AND THE FOREIGN LANGUAGE EDUCATOR

QUESTIONS FOR REFLECTION AND DISCUSSION

FOCUS ON THE CLASSROOM

NOTES

9

THE METALINGUISTIC CONTENT OF THE FOREIGN LANGUAGE CLASSROOM

THE ROLE OF PORTFOLIOS AND TEACHER NARRATIVES

WHAT DO TWO WHITE GUYS KNOW, ANYWAY?

CONCLUSION

QUESTIONS FOR REFLECTION AND DISCUSSION

FOCUS ON THE CLASSROOM

NOTE

REFERENCES

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