通过多元文学教学法在不断变化的世界中增强语言学习者的能力
This book presents conceptual and empirical studies on how pedagogies of multiliteracies can empower language learners, teachers, and teacher educators in an increasingly globalized yet unequal world, with a focus on social justice in language education. The chapters offer critical and innovative pedagogical insights that contribute to re-envisioning language and literacy education in the 21st century in a number of educational contexts, including post-secondary, community, refugee, science, language, and teacher education. From a raciolinguistic critique of monoglossic education in the United States to drama-based pedagogies for refugee learners in Iceland, this book contextualizes language learner empowerment by identifying and confronting ideologies of race, gender, nationality, and language. Creative multimodal and multisensorial pedagogies are enacted through learner-designed plurilingual portfolios, infographics, picturebooks, identity texts, performance, andmuseum-based learning. This book diversifies and enriches current approaches to language education based on pedagogies of multiliteracies that cultivate learner agency, identity, and critical reflection, and it will be of interest to readers with backgrounds in second/foreign language education, TESOL/ESL, sociology of education, and applied linguistics.
英文|293页|Palgrave Macmillan；2024年5月29日第2024版| 3031518888 | PDF | 7 Mb 本书介绍了关于多元文化教学法如何在日益全球化但不平等的世界中赋予语言学习者、教师和教师教育者权力的概念和实证研究，重点关注语言教育中的社会正义。这些章节提供了批判性和创新性的教学见解，有助于在包括高等教育、社区、难民、科学、语言和教师教育在内的多种教育背景下重新构想21世纪的语言和扫盲教育。从对美国单语言教育的种族主义语言批判到冰岛难民学习者的戏剧教学法，这本书通过识别和对抗种族、性别、国籍和语言的意识形态，将语言学习者的赋权置于语境中。通过学习者设计的多语言作品集、信息图表、图画书、身份文本、表演和基于博物馆的学习，实施创造性的多模式和多感官教学法。本书以培养学习者能动性、身份认同和批判性反思的多元文化教学法为基础，丰富和丰富了当前的语言教育方法，具有第二语言/外语教育、TESOL/ESL、教育社会学和应用语言学背景的读者会感兴趣。本站不对文件进行储存，仅提供文件链接，请自行下载，本站不对文件内容负责，请自行判断文件是否安全，如发现文件有侵权行为，请联系管理员删除。
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