國立高雄大學圖資館 |

語系: 繁體中文

說明(常見問題)

圖資館首頁

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

International perspectives on critic...

Lopez-Gopar, Mario E.

International perspectives on critical pedagogies in ELT

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	International perspectives on critical pedagogies in ELTedited by Mario E. Lopez-Gopar.
其他作者:	Lopez-Gopar, Mario E.
出版者:	Cham :Springer International Publishing :2019.
面頁冊數:	xxi, 287 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	English languageStudy and teaching.
電子資源:	https://doi.org/10.1007/978-3-319-95621-3
ISBN:	9783319956213$q(electronic bk.)

International perspectives on critical pedagogies in ELT
International perspectives on critical pedagogies in ELT[electronic resource] /edited by Mario E. Lopez-Gopar. - Cham :Springer International Publishing :2019. - xxi, 287 p. :ill., digital ;24 cm. - International perspectives on English language teaching. - International perspectives on English language teaching..

Chapter I: Introducing International Critical Pedagogies in ELT; Mario E. Lopez-Gopar -- Section 1: Teaching Beyond Language -- Chapter II: "When I came to Canada like I heard lots of bad stuff about Aboriginal people": Disrupting Settler colonial discourses through English Language Teaching; Andrea Sterzuk and Simone Hengen -- Chapter III: Critical pedagogy in Saudi college EFL classrooms under the neoliberal economy; Osman Z. Barnawi -- Chapter IV: A Filipino L2 Classroom: Negotiating Power Relations and the Role of English in a Critical LOTE/World Language Classroom; Jayson Parba and Graham Crookes -- Chapter V: The intersections between critical pedagogy and public pedagogy: Hong Kong students and the Umbrella Movement; Christian W. Chun -- Section 2: Dialoguing With Teachers -- Chapter VI: "The Coin of Teaching English has Two Sides": Constructing Identities as Critical English Teachers in Oaxaca, Mexico; Edwin N. Leon Jimenez, William Sughrua, Angeles Clemente, Vilma Huerta Cordova and Alba E. Vasquez Miranda -- Chapter VII: Negotiating Gender and Sexual Diversity in English Language Teaching: "Critical"- Oriented Educational Materials Designed by Pre-Service English Teachers at a South African University; Navan N. Govender -- Chapter VIII: Teachers explore the complexity of learners' lives through ethnographic projects; Maria Dantas-Whitney -- Chapter IX: Mapping our Ways to Critical Pedagogies: Stories from Colombia; Amparo Clavijo-Olarte and Judy Sharkey -- Section 3: Questioning the Critical -- Chapter X: Educating English Language Teachers to Critical Language Awareness: A collaborative Franco-Japanese project; Christine Helot, Masahito Yoshimura and Andrea Young -- Chapter XI: Academic Language and Learning in an Australian Context; Anne Swan -- Chapter XII: 'A Gin and Tonic and a Window Seat': Critical Pedagogy in Arabia; Paul Hudson -- Chapter XIII: Conclusion: Politicized Qualitative Research Methodology of Critical ELT Studies; William M. Sughrua.

This edited collection brings to the forefront attempts to connect critical pedagogy and ELT (English Language Teaching) in different parts of the world. The authors in this collection write from their own experiences, giving the chapters nuanced understanding of the everyday struggles that teachers, teacher educators and researchers face within different contexts. Throughout the book, contributors connect micro-contexts (classrooms) with macro-contexts (world migration, politics and social issues) to demonstrate the impact and influences of pedagogy. In problematizing ELT and focusing on so-called 'peripheral' countries where educators have created their own critical pedagogies to respond to their own local realities, the contributors construct ELT in a way that goes beyond the typical ESL/EFL distinction. This unique edited collection will appeal to teacher educators, in-service teachers working in the field as well as students and scholars of English language teaching, second language acquisition and language education policy. Mario E. Lopez-Gopar is Professor in the Faculty of Languages of the Universidad Autonoma Benito Juarez de Oaxaca, Mexico. His main research interests centre around the intercultural and multilingual education of Indigenous peoples in Mexico. Having received over 15 academic awards, his latest publication is Decolonizing Primary English Language Teaching (2016)

ISBN: 9783319956213$q(electronic bk.)

Standard No.: 10.1007/978-3-319-95621-3doiSubjects--Topical Terms:

179371
English language
--Study and teaching.

LC Class. No.: PE1066 / .I584 2018

Dewey Class. No.: 428.0071

International perspectives on critical pedagogies in ELT
LDR:04451nmm a2200337 a 4500 001 552633
003 DE-He213
005 20190618165206.0
006 m d
007 cr nn 008maaau
008 191106s2019 gw s 0 eng d
020 $a 9783319956213$q(electronic bk.)
020 $a 9783319956206$q(paper)
024 7 $a 10.1007/978-3-319-95621-3 $2 doi
035 $a 978-3-319-95621-3
040 $a GP $c GP
041 0 $a eng
050 4 $a PE1066 $b .I584 2018
072 7 $a CB $2 bicssc
072 7 $a LAN009000 $2 bisacsh
072 7 $a CB $2 thema
082 0 4 $a 428.0071 $2 23
090 $a PE1066 $b .I61 2018
245 0 0 $a International perspectives on critical pedagogies in ELT $h [electronic resource] / $c edited by Mario E. Lopez-Gopar.
260 $a Cham : $b Springer International Publishing : $b Imprint: Palgrave Macmillan, $c 2019.
300 $a xxi, 287 p. : $b ill., digital ; $c 24 cm.
490 1 $a International perspectives on English language teaching
505 0 $a Chapter I: Introducing International Critical Pedagogies in ELT; Mario E. Lopez-Gopar -- Section 1: Teaching Beyond Language -- Chapter II: "When I came to Canada like I heard lots of bad stuff about Aboriginal people": Disrupting Settler colonial discourses through English Language Teaching; Andrea Sterzuk and Simone Hengen -- Chapter III: Critical pedagogy in Saudi college EFL classrooms under the neoliberal economy; Osman Z. Barnawi -- Chapter IV: A Filipino L2 Classroom: Negotiating Power Relations and the Role of English in a Critical LOTE/World Language Classroom; Jayson Parba and Graham Crookes -- Chapter V: The intersections between critical pedagogy and public pedagogy: Hong Kong students and the Umbrella Movement; Christian W. Chun -- Section 2: Dialoguing With Teachers -- Chapter VI: "The Coin of Teaching English has Two Sides": Constructing Identities as Critical English Teachers in Oaxaca, Mexico; Edwin N. Leon Jimenez, William Sughrua, Angeles Clemente, Vilma Huerta Cordova and Alba E. Vasquez Miranda -- Chapter VII: Negotiating Gender and Sexual Diversity in English Language Teaching: "Critical"- Oriented Educational Materials Designed by Pre-Service English Teachers at a South African University; Navan N. Govender -- Chapter VIII: Teachers explore the complexity of learners' lives through ethnographic projects; Maria Dantas-Whitney -- Chapter IX: Mapping our Ways to Critical Pedagogies: Stories from Colombia; Amparo Clavijo-Olarte and Judy Sharkey -- Section 3: Questioning the Critical -- Chapter X: Educating English Language Teachers to Critical Language Awareness: A collaborative Franco-Japanese project; Christine Helot, Masahito Yoshimura and Andrea Young -- Chapter XI: Academic Language and Learning in an Australian Context; Anne Swan -- Chapter XII: 'A Gin and Tonic and a Window Seat': Critical Pedagogy in Arabia; Paul Hudson -- Chapter XIII: Conclusion: Politicized Qualitative Research Methodology of Critical ELT Studies; William M. Sughrua.
520 $a This edited collection brings to the forefront attempts to connect critical pedagogy and ELT (English Language Teaching) in different parts of the world. The authors in this collection write from their own experiences, giving the chapters nuanced understanding of the everyday struggles that teachers, teacher educators and researchers face within different contexts. Throughout the book, contributors connect micro-contexts (classrooms) with macro-contexts (world migration, politics and social issues) to demonstrate the impact and influences of pedagogy. In problematizing ELT and focusing on so-called 'peripheral' countries where educators have created their own critical pedagogies to respond to their own local realities, the contributors construct ELT in a way that goes beyond the typical ESL/EFL distinction. This unique edited collection will appeal to teacher educators, in-service teachers working in the field as well as students and scholars of English language teaching, second language acquisition and language education policy. Mario E. Lopez-Gopar is Professor in the Faculty of Languages of the Universidad Autonoma Benito Juarez de Oaxaca, Mexico. His main research interests centre around the intercultural and multilingual education of Indigenous peoples in Mexico. Having received over 15 academic awards, his latest publication is Decolonizing Primary English Language Teaching (2016)
650 0 $a English language $x Study and teaching. $3 179371
650 0 $a English language $x Study and teaching $x Foreign speakers. $3 178864
650 1 4 $a Applied Linguistics. $3 274695
650 2 4 $a English. $3 741255
650 2 4 $a Multilingualism. $3 214330
650 2 4 $a Language Education. $3 274696
650 2 4 $a Language Teaching. $3 739797
650 2 4 $a Language Policy and Planning. $3 741921
700 1 $a Lopez-Gopar, Mario E. $3 833445
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
830 0 $a International perspectives on English language teaching. $3 802932
856 4 0 $u https://doi.org/10.1007/978-3-319-95621-3
950 $a Social Sciences (Springer-41176)