Critical Pedagogies and Language Learning

doi:10.1017/CBO9781139524834

This important volume on the critical pedagogical approach addresses such topics as critical multiculturalism, gender andlanguage learning, and popular culture.Critical pedagogies are instructional approaches aimed at transforming existing social relations in the interest of greater equity in schools and communities. This paperback edition on the pedagogical approach addresses such topics as critical multiculturalism, gender and language learning, and popular culture. Committed to language education that contributes to social justice, the contributors explore the meaning of creating equitable and critical instructional practices, by exploring diverse representations of knowledge. In addition, recommendations are made for further research, teacher education, and critical testing.

‘… this is an informative, wide ranging survey of work addressing critical language education and, as such, is useful both as a reference for both the academic and the teacher educator …‘.Journal of Education for Teaching

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Contents

Frontmatter
pp i-vi
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Contents
pp vii-x
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List of contributors
pp xi-xii
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Acknowledgments
pp xiii-xiv
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Chapter 1 - Critical pedagogies and language learning: An introduction
pp 1-18
- By Bonny Norton, University of British Columbia, Vancouver, Canada, Kelleen Toohey, Simon Fraser University, Burnaby, British Columbia, Canada
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I - RECONCEPTUALIZING SECOND LANGUAGE EDUCATION
pp 19-20
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Chapter 2 - Two takes on the critical
pp 21-29
- By Allan Luke, Nanyang Technological University, Singapore
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Chapter 3 - Critical multiculturalism and second language education
pp 30-52
- By Ryuko Kubota, University of North Carolina at Chapel Hill, United States
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Chapter 4 - Gender and sexuality in foreign and second language education: Critical and feminist approaches
pp 53-71
- By Aneta Pavlenko, Temple University, Philadelphia, Pennsylvania, United States
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Chapter 5 - Assessment in multicultural societies: Applying democratic principles and practices to language testing
pp 72-92
- By Elana Shohamy, Tel Aviv University, Israel
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II - CHALLENGING IDENTITIES
pp 93-94
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Chapter 6 - Representation, rights, and resources: Multimodal pedagogies in the language and literacy classroom
pp 95-115
- By Pippa Stein, University of the Witwatersrand, Johannesburg, South Africa
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Chapter 7 - Subversive identities, pedagogical safe houses, and critical learning
pp 116-137
- By Suresh Canagarajah, Baruch College of the City University of New York, United States
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Chapter 8 - “Why does this feel empowering?”: Thesis writing, concordancing, and the corporatizing university
pp 138-157
- By Sue Starfield, University of New South Wales, Australia
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Chapter 9 - Modals and memories: A grammar lesson on the Quebec referendum on sovereignty
pp 158-178
- By Brian Morgan, York University, Toronto, Ontario, Canada
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III - RESEARCHING CRITICAL PRACTICES
pp 179-180
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Chapter 10 - The logic of nonstandard teaching: A course in Cape Verdean language, culture, and history
pp 181-200
- By Inês Brito, Jeremiah E. Burke High School, Boston, Massachusetts, United States, Ambrizeth Lima, Harvard Graduate School of Education, Massachusetts, United States, Elsa Auerbach, University of Massachusetts/Boston, United States
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Chapter 11 - Comic book culture and second language learners
pp 201-221
- By Bonny Norton, University of British Columbia, Vancouver, Canada, Karen Vanderheyden, YMCA International College, Vancouver, British Columbia, Canada
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Chapter 12 - Classroom interaction, gender, and foreign language learning
pp 222-241
- By Jane Sunderland, Lancaster University, United Kingdom
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Chapter 13 - Living with inelegance in qualitative research on task-based learning
pp 242-268
- By Constant Leung, King's College London, England, Roxy Harris, King's College London, England, Ben Rampton, King's College London, England
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IV - EDUCATING TEACHERS FOR CHANGE
pp 269-270
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Chapter 14 - Introducing a critical pedagogical curriculum: A feminist reflexive account
pp 271-290
- By Angel M. Y. Lin, City University of Hong Kong
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Chapter 15 - Negotiating expertise in an action research community
pp 291-310
- By Kelleen Toohey, Simon Fraser University, Burnaby, British Columbia, Canada, Bonnie Waterstone, Simon Fraser University, Burnaby, British Columbia, Canada
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Chapter 16 - Performed ethnography for critical language teacher education
pp 311-326
- By Tara Goldstein, Ontario Institute for Studies in Education at the University of Toronto, Canada
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Chapter 17 - Critical moments in a TESOL praxicum
pp 327-346
- By Alastair Pennycook, University of Technology, Sydney, Australia
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Author Index
pp 347-352
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Subject Index
pp 353-362
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Critical Pedagogies and Language Learning

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Contents

Frontmatter
pp i-vi

Contents
pp vii-x

List of contributors
pp xi-xii

Acknowledgments
pp xiii-xiv

Chapter 1 - Critical pedagogies and language learning: An introduction
pp 1-18

I - RECONCEPTUALIZING SECOND LANGUAGE EDUCATION
pp 19-20

Chapter 2 - Two takes on the critical
pp 21-29

Chapter 3 - Critical multiculturalism and second language education
pp 30-52

Chapter 4 - Gender and sexuality in foreign and second language education: Critical and feminist approaches
pp 53-71

Chapter 5 - Assessment in multicultural societies: Applying democratic principles and practices to language testing
pp 72-92

II - CHALLENGING IDENTITIES
pp 93-94

Chapter 6 - Representation, rights, and resources: Multimodal pedagogies in the language and literacy classroom
pp 95-115

Chapter 7 - Subversive identities, pedagogical safe houses, and critical learning
pp 116-137

Chapter 8 - “Why does this feel empowering?”: Thesis writing, concordancing, and the corporatizing university
pp 138-157

Chapter 9 - Modals and memories: A grammar lesson on the Quebec referendum on sovereignty
pp 158-178

III - RESEARCHING CRITICAL PRACTICES
pp 179-180

Chapter 10 - The logic of nonstandard teaching: A course in Cape Verdean language, culture, and history
pp 181-200

Chapter 11 - Comic book culture and second language learners
pp 201-221

Chapter 12 - Classroom interaction, gender, and foreign language learning
pp 222-241

Chapter 13 - Living with inelegance in qualitative research on task-based learning
pp 242-268

IV - EDUCATING TEACHERS FOR CHANGE
pp 269-270

Chapter 14 - Introducing a critical pedagogical curriculum: A feminist reflexive account
pp 271-290

Chapter 15 - Negotiating expertise in an action research community
pp 291-310

Chapter 16 - Performed ethnography for critical language teacher education
pp 311-326

Chapter 17 - Critical moments in a TESOL praxicum
pp 327-346

Author Index
pp 347-352

Subject Index
pp 353-362

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Critical Pedagogies and Language Learning

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