English As an International Language Education : Critical Intercultural Literacy Perspectives / / Ahmed Sahlane and Rosalind Pritchard, editors

• Pubblicazione: Cham, Switzerland : , : Springer Nature Switzerland AG, , [2023]; ©2023
• Edizione: First edition.
• Descrizione fisica: 1 online resource (538 pages)
• Disciplina: 428.0071
• Soggetto topico: English language - Study and teaching; English language - Globalization; Anglès; Ensenyament de llengües estrangeres; Globalització
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): SahlaneAhmed; PritchardRosalind
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Intro -- Foreword -- References -- Acknowledgements -- Contents -- About the Editors -- Abbreviations -- List of Boxes -- List of Figures -- (De)Coloniality, Indigeneity and the Cultural Politics of English as an International Language: A Quest for the 'Third Space' -- 1 The De-territorialisation of English as an International Language -- 2 Global Coloniality and the Colonial Power Matrix -- 3 Decoloniality as Epistemic Interculturality -- 4 Decoloniality, Interculturality and Teacher Education -- 5 Barriers to Intercultural Dialogue: Essentialism, Othering & -- Eurocentrism -- 6 The Scope of the Present Volume -- References -- Part I: Intercultural Literacy in EIL Education: Towards a Post-Native-Speakerist Approach -- Reference -- Critical Intercultural Language Teaching: Moving from Beliefs to Instructional Practices in EFL Classrooms -- 1 Introduction -- 1.1 Critical Intercultural Competence -- 1.2 Critical Intercultural Pedagogy (CIP) -- 2 An Empirical Study -- 2.1 Method -- 2.1.1 Participants and Setting -- 2.1.2 Data Collection and Analysis -- 2.2 Findings -- 2.2.1 Teachers' Beliefs Regarding CICLT -- 2.2.2 Teachers' Practices of CICLT -- 2.3 Discussion -- 3 Implications for Interculturally Oriented Teacher Education -- 4 Conclusion and Directions for Further Research -- References -- Promoting Intercultural Critical Literacy among Moroccan University Students Through Online International Collaborative Education -- 1 Introduction -- 2 A Theoretical Framework -- 2.1 Background of Technology-Mediated TBL -- 2.2 Technology-Mediated TBL and Intercultural Learning -- 3 Method -- 3.1 The Research Context -- 3.2 Sampling Technique -- 3.3 Data Gathering and Analysis Method -- 3.3.1 The Sampled Data -- 4 Discussion -- 5 Conclusion -- References -- The Transformation of an English User into an Intercultural English User -- 1 Introduction. ; 2 Theoretical Framework -- 3 Critical Analysis -- 3.1 Intellectual Work -- 3.2 Engagement Strategies -- 3.3 Student Talk -- 4 Discussion -- 5 Conclusion -- References -- Part II: Fostering a Culturally Responsive Pedagogy in Teacher Education -- (En)Countering the 'White' Gaze: Native-Speakerist Rhetorics and the Raciolinguistics of Hegemony -- 1 Introduction -- 2 Critical Autoethnographic Narrative as a Decolonial Research Method -- 3 Teacher Education in a Post-truth and Reconciliation Canada -- 3.1 White Settler Colonialism and the Legacy of Residential Schooling -- 3.2 Highway of Tears: Missing and Murdered Indigenous Women and Girls -- 3.3 (Re)politicising Pedagogy and Decolonial Learning -- 4 Racialisation and Hierarchical Positioning of Foreign-Trained Educators -- 5 Discursive (Re)Construction of Self Through Storied Transformative Agency -- 5.1 Critical Media Pedagogy and Decolonial Learning -- 5.2 Creating Educational Spaces for Inclusive Pedagogy -- 6 Conclusion -- References -- "I Wasn't Good Enough Through Their Eyes": White Dominance and Conceptions of the "Good Teacher" in Teacher Education in Canada -- 1 Introduction -- 2 Methodological Note -- 3 Findings -- 3.1 "You Have to be More Enthusiastic": The Cultural Specificity of Teaching Dispositions -- 3.2 "Parents Sacrifice … for Their Kids so They can get a Good Life": Neoliberal Influences on Education -- 3.3 "There's no Place to Share": The Devaluation of International and Intercultural Experience -- 3.4 "How Many Hoops do I Have to Jump Through?" Barriers to the Diversification of the Teaching Profession -- 4 Concluding Thoughts -- References -- Sensitising Teachers to Prejudices in Representations of Indigenous Peoples in EFL Textbooks -- 1 Introduction -- 2 Theoretical Background -- 2.1 Intercultural Competence, Pluriculturalism and Inclusion of Diversities. ; 2.2 Textbook Representations of Indigenous Peoples -- 2.3 Approaches to Teaching about Indigenous Peoples -- 3 Methodology -- 4 Analysis and Discussion -- 4.1 Analysis and Discussion of Texts -- 4.2 Analysis and Discussion of Tasks -- 5 Implications for Teacher Education Programmes -- 6 Conclusion -- References -- Building on and Sustaining Multilingual Children's Cultural and Linguistic Assets in Superdiverse Early Childhood Education -- 1 Introduction -- 1.1 Super-Linguistic Diversity -- 1.2 Super-Diversity and Equity -- 1.3 Deficit Theories and Assumptions About Children from Super-Diverse Backgrounds -- 2 Theoretical Frameworks -- 2.1 Critical Interculturalism -- 2.2 Cultural Literacy -- 2.3 Critical Intercultural Literacies -- 3 Methodological Approach of Study 1 and Study 2 -- 4 Study 1: Diversity and Difference in the Lives of Children and Families -- 4.1 Findings and Discussion -- 4.2 Persistence of Deficit and White Australia Narratives -- 4.3 They Didn't Feel That They Connected -- 4.4 Deficit Discourses Applied to CALD Families in Their Approach to (Dis)ability -- 5 Study 2: Supporting and Extending Children's Home Languages -- 5.1 Findings and Discussion -- 5.2 Supporting Multilingual Families in Raising Multilingual Children -- 5.3 The Role of Multilingual Educators in Pedagogies of Cultural and Linguistic Responsiveness -- 6 Conclusion -- References -- Challenging Invisibility in a Privileged Discourse Space: Culturally and Linguistically Inclusive University Teaching -- 1 Introduction -- 2 Interculturality, Linguistic Privileging and Internationalization -- 2.1 Interculturality -- 2.2 Linguistic Privileging -- 2.3 Internationalisation -- 3 Pedagogical Response: Valuing and Recognising Cultures and Languages on Campus -- 4 Ensuring a Culturally and Linguistically Inclusive Approach at Course Level. ; 5 Adopting Approaches that Are Inclusive of Culture and Language at Unit of Study Level -- 5.1 Workshop Level -- 5.2 Inclusivity as Storytelling -- 5.3 Inclusivity: Re-imagining Students as 'Partners' -- 5.4 Inclusivity as Message Abundancy -- 6 Concluding Remarks -- References -- Teacher - Culture - Pluri: An International Initiative to Develop Open Educational Resources for Pluralistic Teaching in FL Teacher Education -- 1 Introduction -- 2 Plurilingualism and Pluriculturalism as Educational Goals: Pluralistic Approaches -- 3 Plurilingualism and Pluriculturalism in Foreign Language Teacher Education: Demands and Challenges -- 4 Teacher - Culture - Pluri (TEACUP): An Attempt to Integrate Plurilingualism into Teacher Education -- 5 Testing TEACUP: Reception of the Materials -- 5.1 Description/Reporting -- 5.2 Relating -- 5.3 Feelings/Responding -- 5.4 Analysis/Evaluation -- 6 Conclusion and Discussion -- References -- Teachers' Perceptions of Cultural Otherness in Sri Lanka: Bridging the Gap in ELT Interculturality -- 1 Introduction -- 2 Research Context -- 2.1 The Sample -- 2.2 Research Design -- 2.3 Mixed Method Approach -- 2.4 Attitudinal -- 2.5 Observation -- 2.6 Student Diaries, Observer Field Notes and Researcher's Reflective Journal -- 2.7 Intervention -- 3 Data Analysis -- 3.1 The Analysis of Data from the Attitudinal Scale -- 3.2 Findings of the Attitudinal Scale -- 4 Analysis of Student Diaries, Observer Field Notes and Researcher's Reflective Journal -- 5 Findings of Student Diaries, Observer Field Notes and Researcher's Reflective Journal -- 6 Conclusion:(Re)defining 'Intercultural Competence' -- References -- Pre-service Teachers' Difficulty Understanding English as a Lingua Franca for Intercultural Awareness Development -- 1 Introduction: Communication in English as a Lingua Franca. ; 2 Background of the Intervention: Linguistic Diversity as Language Teacher Knowledge -- 3 ELT and Teacher Education in Japan -- 3.1 School English Education Reform -- 3.2 Teacher Education Reform -- 4 The Present Study -- 4.1 The Intervention -- 4.2 Research Participants and Data Collection -- 5 Findings -- 5.1 The Pre-intervention Questionnaire: Standard English Is the Target Language -- 5.2 Lectures 1 and 2: NESs and WE -- 5.2.1 Findings in Lectures 1 and 2: Diversity Should Be Celebrated -- 5.3 Lectures 3 and 4: ELF and ICC -- 5.3.1 Findings in Lectures 3 and 4: Positive Attitudes Can Solve Problems in ICC -- 6 Discussion and Conclusion -- References -- Re-envisioning EIL-Informed TESOL Teacher-Education Curriculum -- 1 Introduction -- 2 The EIL Paradigm -- 3 Implications of EIL for TESOL Teacher Education -- 4 Goals of an EIL-Informed TESOL Teacher-Education Curriculum -- 5 Re-envisioned Curriculum Content -- 5.1 Exploration of the Nature of Language Variation -- 5.2 The Global Expansion of the English Language -- 5.3 The Politics of Differences -- 6 Re-envisioned Curriculum: The Action Phase - "So What?" and "So How?" -- 6.1 The Planning Stage -- 6.2 The Implementing Stage -- 6.3 The Evaluating and Future Goal-Setting Stage -- 7 Conclusion -- References -- Part III: Intercultural Communication, EIL Education and Diversity Management -- Health Communication in Pakistan: Establishing Trust in Networked Multilingualism -- 1 Introduction -- 2 Theoretical Framework -- 2.1 Social Capital in Online Health Communities -- 2.2 Plurilingual or Translingual Norms in Online Communities -- 2.3 Discourse/discourse, Context, Language-in-Use -- 3 Methodological Framework -- 3.1 The Present Framework -- 3.2 Data -- 4 Analysis -- 4.1 Assumptions and Inferences in Alternate Language-in-Use Preferences -- 4.2 The Cognitive Dimension in Information Exchange. ; 4.2.1 Informational Posts.
• Titolo autorizzato: English As an International Language Education
• ISBN: 3-031-34702-1
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910746288403321
• Lo trovi qui: Univ. Federico II
• Serie: English language education (Springer (Firm)) ; ; Volume 33.