The Foreign Language Educator in Society: Toward A Critical Pedagogy by Timothy G. Reagan, ISBN-13: 978-0805835922

The Foreign Language Educator in Society: Toward A Critical Pedagogy by Timothy G. Reagan, ISBN-13: 978-0805835922

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• Publisher: ‎ Routledge; 1st edition (December 1, 2001)
• Language: ‎ English
• 200 pages
• ISBN-10: ‎ 080583592X
• ISBN-13: ‎ 978-0805835922

This text brings together two significant domains of educational practice: foreign language education and critical pedagogy–linking them in a way that can help foreign language educators develop a critical awareness of the nature, purposes, and challenges facing foreign language pedagogy. Unique among texts in the field, this is the first to deal explicitly with the social, political, ideological, and economic aspects of language, language learning, and language teaching in our society and to connect the practice of foreign language education with these critical, and crucial, aspects of language and language use.

The Foreign Language Educator in Society: Toward A Critical Pedagogy:

*emphasizes what teachers and future teachers of foreign languages in this country ought to know and understand about language– language attitudes, practices, rights, and policy– and related issues;
*focuses on helping students to move beyond pragmatic pedagogical concerns to the social and political concerns relevant to their teaching; and
*provides students with the opportunity to develop critical perspectives on the central facets of the language education process.

Intended for foreign language education programs at both basic and advanced levels, as well as courses in critical pedagogy, critical language awareness, sociolinguistics, and social and cultural foundations of education, the text provides helpful pedagogical features to direct the reader in applying the content of each chapter to his or her own context.

Table of Contents:

COVER PAGE
TITLE PAGE
COPYRIGHT PAGE
PREFACE
ORGANIZATION OF THE BOOK
ACKNOWLEDGMENTS
NOTE
1
THE REALITIES OF CONTEMPORARY FOREIGN LANGUAGE EDUCATION
THE IDEOLOGICAL LIMITATIONS ON FOREIGN LANGUAGE EDUCATION IN THE UNITED STATES
MAKING THE CASE FOR FOREIGN LANGUAGE EDUCATION
QUESTIONS FOR REFLECTION AND DISCUSSION
FOCUS ON THE CLASSROOM
NOTES
2
THE KNOWLEDGE BASE FOR THE FOREIGN LANGUAGE EDUCATOR
THE REAL-WORLD TASKS OF THE TEACHER
REFLECTIVE PRACTICE IN FOREIGN LANGUAGE EDUCATION
THE NATIVE–HERITAGE LANGUAGE TEACHER
CRITICAL PEDAGOGY AND PUBLIC SCHOOLING
EMANCIPATORY DEMOCRATIC SCHOOLING AND THE FOREIGN LANGUAGE EDUCATOR
QUESTIONS FOR REFLECTION AND DISCUSSION
FOCUS ON THE CLASSROOM
NOTES
3
THE CONCEPT OF LINGUISTIC LEGITIMACY
THE DEBATE ABOUT AFRICAN AMERICAN VERNACULAR ENGLISH
RECOGNIZING AMERICAN SIGN LANGUAGE
ESPERANTO AND OTHER PROBLEMS
TOWARD A CRITIQUE OF LINGUISTIC LEGITIMACY
LINGUISTIC LEGITIMACY AND THE FOREIGN LANGUAGE EDUCATOR
QUESTIONS FOR REFLECTION AND DISCUSSION
FOCUS ON THE CLASSROOM
NOTES
4
METAPHORS IN EDUCATIONAL DISCOURSE
CONSTRUCTING CONSTRUCTIVISM
CONSTRUCTIVIST TEACHING
CONSTRUCTIVIST EPISTEMOLOGY
CONSTRUCTIVISM IN FOREIGN LANGUAGE PEDAGOGY
QUESTIONS FOR REFLECTION AND DISCUSSION
FOCUS ON THE CLASSROOM
NOTES
5
PROBLEM POSING
HOLISM AND THE CRITICAL CURRICULUM: THE ROLE OF INTERDISCIPLINARY UNITS
CRITICAL ASSESSMENT AND EVALUATION
IMPLICATIONS FOR FOREIGN LANGUAGE PEDAGOGY
QUESTIONS FOR REFLECTION AND DISCUSSION
FOCUS ON THE CLASSROOM
NOTES
6
FOREIGNNESS AS IMPRIMATUR
CURRICULAR NULLIFICATION, REVISITED
TOWARD PRACTICING PRAXIS
TOWARD A CRITICAL ACTIVISM
QUESTIONS FOR REFLECTION AND DISCUSSION
FOCUS ON THE CLASSROOM
NOTES
7
CONCEPTUALIZING LANGUAGE RIGHTS
VIOLATIONS OF LANGUAGE RIGHTS
IMPLICATIONS FOR THE FOREIGN LANGUAGE CLASSROOM
QUESTIONS FOR REFLECTION AND DISCUSSION
FOCUS ON THE CLASSROOM
NOTES
8
THE NATURE AND PURPOSES OF LANGUAGE PLANNING
IDEOLOGIES OF LANGUAGE POLICY
THE LANGUAGE PLANNING PROCESS
EVALUATING LANGUAGE POLICIES
THE CASE OF POST-APARTHEID SOUTH AFRICA
THE CASE OF IRISH
LANGUAGE POLICY AND THE FOREIGN LANGUAGE EDUCATOR
QUESTIONS FOR REFLECTION AND DISCUSSION
FOCUS ON THE CLASSROOM
NOTES
9
THE METALINGUISTIC CONTENT OF THE FOREIGN LANGUAGE CLASSROOM
THE ROLE OF PORTFOLIOS AND TEACHER NARRATIVES
WHAT DO TWO WHITE GUYS KNOW, ANYWAY?
CONCLUSION
QUESTIONS FOR REFLECTION AND DISCUSSION
FOCUS ON THE CLASSROOM
NOTE
REFERENCES

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