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Decolonizing Foreign Language Education interrogates current foreign language and second language education approaches that prioritize white, western thought. Edited by acclaimed critical theorist and linguist Donaldo Macedo, this volume includes cutting-edge work by a select group of critical language scholars working to rigorously challenge the marginalization of foreign language education and the displacement of indigenous and non-standard language varieties through the reification of colonial languages. Each chapter confronts the hold of colonialism and imperialism that inform and shape the relationship between foreign language education and literary studies by asserting that a critical approach to applied linguistics is just as important a tool for FL/ESL/EFL educators as literature or linguistic theory.
List of contents
Dedication Foreword Chapter 1: Decolonizing Foreign Language Education: A Paradigm Shift to Translanguaging as an Imperial Rupture Chapter 2: Between Globalization and Decolonization: Foreign Languages in the Cross-Fire Chapter 3: Time for a paradigm shift in U.S. Foreign Language Education? Revisiting Rationales, Evidence and Outcomes Chapter 4: SLA for the 21st Century: Disciplinary Progress, Transdisciplinary Relevance, and the Bi/multilingual Turn Chapter 5: Towards Decolonizing Decolonizing Heritage Language Teacher Education Chapter 6: Decolonizing Foreign, Second, Heritage, and First Languages: Implications for Education Chapter 7: From Translaguaging to Translingual Activism Chapter 8: A Multilingual Perspective on Translaguaging Chapter 9: English Language Learning in Globalized Third Spaces: From Monocultural Standardization to Hybridized Translaguaging Chapter 10: Mapping the Web of Foreign Language Teaching and Teacher Education Chapter 11: Decolonizing World Language Education: Toward Multilingualism
About the author
Donaldo Macedo is Distinguished Professor of Liberal Arts and Education at University of Massachusetts Boston. He is a leading authority in critical language studies and critical pedagogy and has published extensively in the areas of Creole languages, critical literacy, bilingualism, and multiculturalism. He is the founder and former chair of the Applied Linguistics Department at the University of Massachusetts Boston.
Summary
This volume confronts the hold of colonialism and imperialism that inform and shape the relationship between foreign language education and literary studies by asserting that applied linguistics is just as important a tool for ESL/EFL teachers as literature or linguistic theory.
