Read more
“Like internationalization, language is a mechanism for collaboration and cooperation but also for the exercise of power and cultural dominance. This volume challenges dominant paradigms of language education and internationalization across all levels of education and highlights the importance of innovation in both fields to create a more inclusive and socially just future.”
- Betty Leask, Professor Emerita, La Trobe University, Australia
“With nationalism on the rise again and social justice globally in peril, this handbook offers an invaluable comprehensive discussion of what an ethically responsible internationalized language education is and can be. Its numerous case studies offer a rich picture of concrete curricula in various educational systems around the world and a treasure trove of new ideas for further research.”
- Claire Kramsch, Emerita Professor of German and Affiliate Professor of Education, University of California at Berkeley, USA
This handbook provides a systematic overview of language education from the perspective of internationalization. Internationalization includes but also goes beyond the integration of intercultural and international perspectives, practices, and dispositions into education with the objective of improving, pluralizing, and decolonizing pedagogy and research in response to the changes and challenges facing society today. Despite its affordances for institutional, curricular, and individual development in the context of language education as a scholarly field, internationalization remains undertheorized and underexplored in language education as an approach that can further support language educators to enhance their teaching practice. Drawing together an international cast of contributors and examples from a variety of contexts, this handbook will serve as an essential reference for researchers and graduate students in applied linguistics and related fields, language teachers and language teacher educators, support services professionals, program developers and curriculum designers.
Vander Tavares is an Associate Professor at the University of Inland Norway. His research interests include critical perspectives on second language education, teacher education, and higher education.
Sílvia Melo-Pfeifer is a Full Professor at the University of Hamburg, Germany. Her research focuses on arts-based and pluralistic approaches to language learning and teaching and language teacher education.
List of contents
1. Introduction: Mapping out the internationalization of language education from K12 to higher education and beyond (Vander Tavares, Sílvia Melo-Pfeifer).- Part I: Critical perspectives on internationalization and language education.- Chapter 2. When “International” is already here: Transnational thinking in community-based and accountable language education (Chatwara Suwannamai Duran, Eunjeong Lee).- Chapter 3. Internationalizing language education from within: Contributions from Critical (Language) Pedagogy (Priscila Fabiane Farias, Leonardo da Silva, Hamilton de Godoy Wielewicki).- Chapter 4. Theoretical perspectives for a critical view of language policies and practices in the internationalization of higher education in African non-Anglophone multilingual settings (Nelson Casimiro Zavale).- Chapter 5. The paradoxical semantic life of concepts: Deconstructing the meaning of “international” in two language programs in Hamburg (Sílvia Melo-Pfeifer).- Part II: Internationalizing different dimensions of language education.- Chapter 6. Internationalizing the language curriculum: The case of Korean as a foreign language (Joowon Suh).- Chapter 7. Internationalizing language education curricula in Vietnam: Rationales, processes, and expected outcomes (Anh Lan Thi Tran, Nhung Hong Thi Nguyen, Anh Ngoc Trinh).- Chapter 8. What modern/colonial promises make for an internationalized school? A map of the role of language in the National Guidelines for the Internationalization of Basic Education in Brazil (Nayara Stefanie Mandarino Silva, Ana Karina de Oliveira Nascimento).- Chapter 9. Heritage language community schools and internationalization (Ana Souza).- Chapter 10. Turkey’s internationalization steps at primary levels: Implications for early English education (Melike Ünal Gezer).- Part III: Showcasing language education internationalization activities.
About the author
Vander Tavares is an Associate Professor at the University of Inland Norway. His research interests include critical perspectives on second language education, teacher education, and higher education.
Sílvia Melo-Pfeifer is a Full Professor at the University of Hamburg, Germany. Her research focuses on arts-based and pluralistic approaches to language learning and teaching and language teacher education.
Summary
This handbook provides a systematic overview of language education from the perspective of internationalization. Internationalization includes but also goes beyond the integration of intercultural and international perspectives, practices, and dispositions into education with the objective of improving, pluralizing, and decolonizing pedagogy and research in response to the changes and challenges facing society today. Despite its affordances for institutional, curricular, and individual development in the context of language education as a scholarly field, internationalization remains undertheorized and underexplored in language education as an approach that can further support language educators to enhance their teaching practice. Drawing together an international cast of contributors and examples from a variety of contexts, this handbook will serve as an essential reference for researchers and graduate students in applied linguistics and related fields, language teachers and language teacher educators, support services professionals, program developers and curriculum designers.
