Reconceptualizing Language Norms In Multilingual Contexts
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Reconceptualizing Language Norms in Multilingual Contexts
With cultural and linguistic diversity, migration, and constant change as defining features of contemporary societies, it is increasingly necessary to enhance our capabilities within multilingual environments. Reconceptualizing Language Norms in Multilingual Contexts offers a groundbreaking exploration of language practices and norms in the diverse and dynamic world we inhabit today. It challenges the traditional understanding of language norms as stable and stationary. Instead, it embraces multiculturalism and multilingualism as the norm rather than the exception. Drawing upon a wide range of methodological approaches, this book brings together a collection of position papers, critical reflections, and explorations by emerging and established voices in the field. It delves into how language norms emerge, evolve, and shape communication in both collective and individual contexts of diversity. By reconceptualizing language norms, this book sheds light on real and relevant language practices in multilingual and multicultural spaces, offering insights from the people who inhabit and navigate these contexts. While the content of this book revolves around everyday communication, its academic approaches and comprehensive exploration make it a valuable resource for graduate students, educators, and researchers in the fields of multilingualism and applied linguistics. By bridging the gap between language norms and multilingualism, this book seeks to advance our understanding of language practices in the increasingly interconnected and diverse world.
Global Perspective on Issues and Trends in Educational Translanguaging
The growing superdiversity around the world now appears to be the norm. In traditional English-speaking inner circle nations, it is becoming increasingly rare to find classrooms with students who come from monocultural and monolingual backgrounds. However, teaching practices remain based on Anglocentric standards and perspectives even when most of the English speakers in the world are no longer just the monolingual speakers of the language. Research in bilingualism and multilingualism reverberate the potential of translanguaging as a pedagogical practice. This is to leverage all the linguistic, cultural, and semiotic resources of learners so that they can actively engage in the language, literacy, and content area learning processes in the classroom. However, even though it has gained ground in theory and research, it has not been upheld in instructional practice, especially in the Anglophone nations. While some regions view translanguaging as a pathway to educational justice, others face barriers such as limited resources, administrative constraints, or lack of teacher training. Despite its promise, concerns remain around the selective use of languages and the risk of reinforcing existing linguistic hierarchies. Global Perspective on Issues and Trends in Educational Translanguaging explores translanguaging pedagogies from both monolingual English-speaking contexts and multilingual and multicultural contexts. It examines a monolingual-multilingual pairing of theoretical, research, and practical perspectives from around the world, assessing how translanguaging pedagogies are practiced and researched worldwide. This book covers topics such as indigenous studies, migrant learners, and pedagogy, and is a useful resource for educators, language experts, academicians, researchers, and scientists.
Redefining Language Education Through Critical Language Pedagogy
Author: Palacios-Hidalgo, Francisco Javier
language: en
Publisher: IGI Global
Release Date: 2025-02-20
Critical language pedagogy (CLP) redefines language education by integrating critical theory and social justice perspectives, aiming to foster critical thinking, social awareness, and empowerment. It emerged from the understanding that language and power are intertwined, emphasizing the need for teaching that goes beyond linguistic proficiency. By applying critical theory, CLP challenges power structures, social inequities, and cultural norms that shape language use, encouraging reflective practices and liberatory education. It promotes social justice by addressing linguistic inequalities and advocating for inclusivity in language education. Further research into CLP may empower learners to critically engage with language in the context of broader societal issues, questioning and transforming societal norms. Redefining Language Education Through Critical Language Pedagogy explores multiple areas of CLP, including theoretical foundations of critical language teaching, strategies and guidelines for integrating CLP into the language classroom, and practical examples of how to integrate socially and culturally relevant topics in the teaching process to promote CLP. It examines various linguistic inequalities, offering strategies for inclusive and accessible language education. This book covers topics such as higher education, social justice, and sustainable development, and is a useful resource for educators, academicians, linguists, sociologists, and researchers.