Breidbach, Stephan / Elsner, Daniela / Young, Andrea (eds.)
Language Awareness in Teacher Education
Cultural-Political and Social-Educational Perspectives
Year of Publication: 2010
Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2011. 281 pp., num. fig., tables and graphs
ISBN 978-3-631-61464-8 hb. (Hardcover)
ISBN 978-3-653-00669-8 (eBook)
Weight: 0.470 kg, 1.036 lbs
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Teaching language and teaching with languages is what is called for in contemporary classrooms, be they language classrooms or otherwise. When the learners' plurilingualism and societies' multilingualism have social, cultural or political implications, becoming aware of language matters is a necessity both for non-specialist teachers and language teachers alike. This book thus presents a variety of research-based perspectives on the cultural-political and social-educational domains of language awareness. Context, both historical, socio-economic, political and cultural has an undeniable impact on language attitudes and awareness, and the variety of different contexts contained in this volume - the Basque County, Catalonia (Spain), England (UK), Finland, Germany, Hong Kong (China), Japan, Portugal, Scotland (UK), and Turkey - testifies to this. As each chapter outlines the specificities and the impact of context upon language policies, attitudes and beliefs, the authors in this book focus on language awareness as a multi-faceted concept fit to play a major role in the reform processes of teacher education in the 21st century.
Contents: Stephan Breidbach/Daniela Elsner/Andrea Young: Language awareness in teacher education: cultural-political and social-educational perspectives - Alice Chik: Learner language awareness development among Asian learners and implications for teacher education - Ana Sofia Pinho/Lurdes Gonçalves/Ana Isabel Andrade/Maria Helena Araújo e Sá: Engaging with diversity in teacher language awareness: teachers' thinking, enacting and transformation - Paula Kalaja/Riikka Alanen/Hannele Dufva: 'Teacher trainees' beliefs about EFL learning in the light of narratives - Marilisa Birello/Corinne Royer/Delphine Pluvinet: Reflective journals: a tool for the professional development of language teachers - Stephan Breidbach: Teaching for «strong voices»: reconstructing the reflexive dimension in communicative language teaching - Özlem Etus: Where the local meets the global: intercultural awareness-raising and critical media literacy - Yoshimura Masahito: Creating a space for language awareness in teacher education in Japan: a project promoting children's awareness of linguistic and cultural diversity - Kangxian Zhao/Yamin Qian/Yuanyuan Chen/Fang Liu: Language awareness and language learning ideology: What do Chinese students say? - Ma Qing: In search of ways in which Chinese English teachers can come to change and improve their learners' vocabulary learning strategy use - Daniela Elsner: Raising plurilingual awareness in teacher education - Ana Luísa Oliveira/Maria Helena Ançã: Fostering students' plurilingual competence through language awareness - implications for language teacher education - Wasyl Cajkler/Bernadette Hall: Teacher education and English as an additional language (EAL) in primary schools: perspectives from new teachers - Andy Hancock: Turning the tide: student teachers and pedagogical perspectives of multilingual primary schools in Scotland - Begoña Pedrosa/David Lasagabaster: Exploring beliefs, multilingual language awareness raising, and the Pygmalion effect.
About the author(s)/editor(s)
Stephan Breidbach is Professor for English Language Education at Humboldt-University Berlin.
Daniela Elsner is Professor for Teaching English as a Foreign Language at the Institute of Humanities and Cultural Studies at the University Frankfurt am Main.
Andrea Young is currently a Lecturer in primary language education at the IUFM d'Alsace / Université de Strasbourg.
Mehrsprachigkeit in Schule und Unterricht. Bd. 13
Herausgegeben von Dieter Wolff, Gerhard Bach und Stephan Breidbach