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This textbook shows language teachers the ways in which their subject area can develop active citizenship and contribute meaningfully to the promotion of social cohesion. By examining the relationship between language teaching and citizenship through a pedagogical lens, the volume reclaims the meaning of language education for teachers and learners. The volume explores the adequacy of current language teaching for the needs of today's learners and societies and combines theoretical discussion with empirical data representing both teacher and learner voices on the subject. The volume: - draws on policy and curriculum; contextualizes the discussion of language teaching and citizenship and roots it in current debates - provides practical suggestions as to how language teachers can approach the task of integrating the two curriculum areas
Inhaltsverzeichnis
Introduction
Chapter 1: Understanding Citizenship from the national to the cosmopolitan
Chapter 2: Theorizing the relationship between language and citizenship
Chapter 3: Multilingualism and citizenship
Chapter 4: Motivation, Language and Citizenship
Chapter 5: Language and Citizenship in the Curriculum
Chapter 6: Understanding Language learning and Citizenship education in context
Chapter 7: Cosmopolitan Citizenship and English Language Teaching
Chapter 8: Teacher education for language and citizenship
Chapter 9: Teaching Citizenship in the Language Classroom
Chapter 10: Drawing implications for policy and practice
Bibliography
Über den Autor / die Autorin
Mairin Hennebry-Leung is Lecturer in Languages and TESOL at the University of Tasmania Angela M. Gayton, is a lecturer in Applied Linguistics and Education at the School of Critical Studies, University of Glasgow. Angela has a strong publication history, including the 2019 textbook in the Edinburgh Textbooks in Applied Linguistics series, Teaching Language and Promoting Citizenship (with Mairin Hennebry-Leung).
Zusammenfassung
This book explores the relationship between language education and citizenship through theoretical and pedagogical lenses, examining existing language education provision in the context of the needs of today’s learners and societies.
