Language Teacher Education Beyond Borders
Editat de Fernando Zolin Vesz, Bedrettin Yazan, Darío Luis Banegas, Luciana C de Oliveiraen Limba Engleză Paperback – 19 mar 2026
The volume examines the needs of linguistically diverse student populations and considers the socio-cultural and socio-political barriers that interfere with the exercise of teacher agency for social justice in language classrooms. It offers a theoretical and empirical overview of how language teacher education has addressed multilingualism and transculturalism in critical approaches in many complex countries in their diversity and/or postcolonial history, including Brazil, Qazaqstan, Scotland, and Thailand.
Preț: 199.10 lei
Preț vechi: 271.02 lei
-27% Precomandă
Puncte Express: 299
Preț estimativ în valută:
35.24€ • 40.94$ • 30.53£
35.24€ • 40.94$ • 30.53£
Carte nepublicată încă
Doresc să fiu notificat când acest titlu va fi disponibil:
Se trimite...
Preluare comenzi: 021 569.72.76
Specificații
ISBN-13: 9781350408326
ISBN-10: 1350408328
Pagini: 200
Ilustrații: 10 bw illus
Dimensiuni: 156 x 234 x 25 mm
Greutate: 0.45 kg
Editura: BLOOMSBURY ACADEMIC
Locul publicării:London, United Kingdom
ISBN-10: 1350408328
Pagini: 200
Ilustrații: 10 bw illus
Dimensiuni: 156 x 234 x 25 mm
Greutate: 0.45 kg
Editura: BLOOMSBURY ACADEMIC
Locul publicării:London, United Kingdom
Cuprins
List of Figures
List of Tables
List of Contributors
Acknowledgements
1. Introduction: On How Language Teacher Education Can Critically Address Multilingualism and Transculturalism, Fernando Zolin Vesz (University of Mato Grosso, Brazil), Dario Luis Banegas (University of Edinburgh, Scotland) and Luciana C. de Oliveira (Virginia Commonwealth University, USA)
2. How Language Education Finds It Difficult to Go Along with Critical Approaches: A School Case from Scotland, Argyro Kanaki (University of Dundee, Scotland)
3. Decolonizing Multilingualism and Transnationalism in a Mono-Cultural and United Land: Narratives and Linguistic Landscapes from Language Education in Thailand, Adcharawan Buripakdi (Suranaree University of Technology, Thailand) and Thidaporn Jumpakate (Victoria University of Wellington, New Zealand)
4. "Even Though I'm Not a Native Speaker": a Qazaq EFL Teacher Educator's Identities, Serikbolsyn Tastanbek (University of British Columbia, Canada)
5. Promoting Multilingualism through a Transnational Definition of Culture, Daniela Silva (University of Texas at San Antonio, USA)
6. An Analysis of Language Teacher Education Curricula: Preparing Pre-Service Teachers for Contemporary Pluricultural Classrooms, Camila Höfling (Federal University of Sao Carlos, Brazil) and Patricia de Oliveira Lucas (Federal University of Piaui, Brazil)
7. Towards a Plurilingual Pedagogy and Critical Intercultural Perspective in Bi/Multilingual Schools and the "Global Kids Portfolio", Michele Salles El Kadri (State University of Londrina, Brazil), Vivian Saviolli (State University of Londrina, Brazil) and Andressa Cristina Molinari (State University of Londrina, Brazil)
8. Crafting Borders and Identities through State Multiculturalism and Interculturalism Policies, Maryam Almohammad (University of Edinburgh, Scotland)
Index
List of Tables
List of Contributors
Acknowledgements
1. Introduction: On How Language Teacher Education Can Critically Address Multilingualism and Transculturalism, Fernando Zolin Vesz (University of Mato Grosso, Brazil), Dario Luis Banegas (University of Edinburgh, Scotland) and Luciana C. de Oliveira (Virginia Commonwealth University, USA)
2. How Language Education Finds It Difficult to Go Along with Critical Approaches: A School Case from Scotland, Argyro Kanaki (University of Dundee, Scotland)
3. Decolonizing Multilingualism and Transnationalism in a Mono-Cultural and United Land: Narratives and Linguistic Landscapes from Language Education in Thailand, Adcharawan Buripakdi (Suranaree University of Technology, Thailand) and Thidaporn Jumpakate (Victoria University of Wellington, New Zealand)
4. "Even Though I'm Not a Native Speaker": a Qazaq EFL Teacher Educator's Identities, Serikbolsyn Tastanbek (University of British Columbia, Canada)
5. Promoting Multilingualism through a Transnational Definition of Culture, Daniela Silva (University of Texas at San Antonio, USA)
6. An Analysis of Language Teacher Education Curricula: Preparing Pre-Service Teachers for Contemporary Pluricultural Classrooms, Camila Höfling (Federal University of Sao Carlos, Brazil) and Patricia de Oliveira Lucas (Federal University of Piaui, Brazil)
7. Towards a Plurilingual Pedagogy and Critical Intercultural Perspective in Bi/Multilingual Schools and the "Global Kids Portfolio", Michele Salles El Kadri (State University of Londrina, Brazil), Vivian Saviolli (State University of Londrina, Brazil) and Andressa Cristina Molinari (State University of Londrina, Brazil)
8. Crafting Borders and Identities through State Multiculturalism and Interculturalism Policies, Maryam Almohammad (University of Edinburgh, Scotland)
Index
Recenzii
The volume takes readers to corners where language teacher educators do not usually go. From northern and southern education ideologies to the ups and downs of critical issues. This collection is a valuable resource for teacher-educators who are always in the lookout for ways to reach all language teachers.
Zolin Vesz, Banegas, and de Oliveira's edited volume offers a timely intersectional lens into the work of language teachers within contemporary multilingual and transcultural societies. The book serves as a critical intervention to problematizes, theorize, re-position and re-conceptualize language teacher education theory and practice. The book is a must read!
Zolin Vesz, Banegas, and de Oliveira's edited volume offers a timely intersectional lens into the work of language teachers within contemporary multilingual and transcultural societies. The book serves as a critical intervention to problematizes, theorize, re-position and re-conceptualize language teacher education theory and practice. The book is a must read!