Teaching World Languages for Social Justice: A Sourcebook of Principles and Practices offers principles based on theory, and innovative concepts, approaches, and practices illustrated through concrete examples, for promoting social justice and developing a critical praxis in foreign language classrooms in the U.S. and in wider world language communities. For educators seeking to translate these ideals into classroom practice in an environment dominated by the current standards movement and accountability measures, the critical insights on language education offered in this text will be widely welcomed.
The text is designed as a sourcebook for translating theory into practice. Each chapter includes the theoretical base, guidelines for practice, discussion of the relationship to existing practices in the world language classroom, suggestions for activity development (which can be integrated into a professional portfolio), illustrative examples, questions for reflection, and additional suggested readings.
Teaching World Languages for Social Justice is a primary or supplementary text for second and foreign language teaching methods courses and is equally appropriate for graduate courses in language education or educational studies.
Table of Contents
Contents: Preface. Leaving the Marketplace. Dialogical Classrooms: Foundations of a New Foundation. Teacher Preparation as the Basis for Praxis. The Politics of Grammar and Vocabulary. Canon Fire: Why Literature Still Has Its Place. Critical Disclosure and Visual Analysis as Pedagogy. Crossing the Lines: Interdisciplinary Possibilities. A Small Virtual World After All: Communities in Cyberspace. Reconcile! Toward a Unified Discipline. Appendix: Language Spoken at Home for the United States: 2000.
"Osborn’s work represents a wonderful addition to the library of any critical pedagogue-language educators and teacher educators...this book is also an essential read for any undergraduate and graduate teacher preparation program endeavoring to provide beginning teachers as well as more experienced ones with opportunities to critically explore issues and challenges pertinent to the FL teaching world." -- Lauren Cammarata, University of Georgia