eBook - PDF
Latin America Writes Back
Praxiologies in Language Education
- 225 pages
- English
- PDF
- Available on iOS & Android
eBook - PDF
Latin America Writes Back
Praxiologies in Language Education
About this book
In Latin America, and other historically exploited former colonies, people were told to unlearn their language and culture in order to acquire what some privileged voices classify as "valid" or "legitimate" ways of thinking.
Throughout history, various teaching approaches and methodologies have emerged, each bringing unique insights to foreign language classrooms all over the world. These methods have played a pivotal role in shaping language pedagogy, enhancing learners' experiences, and fostering communication in an increasingly interconnected world. As societies become aware of the need for cultural inclusivity and equity, educators are recognizing the importance of adopting praxiologies that honor diverse languages and perspectives.
In the last couple of years, language educators have seen an unprecedented expansion of discussions related to the questioning of naturalized practices in language education. Nowadays, these questions are the core of language teacher education programs in Latin America. Educators have developed and implemented another way experiencing and assessing language education; one that is not focused on the mere application of predetermined methods and techniques, but that is born from-and sensitive to-the local contexts, and which considers context-dependent struggles, hopes, needs, and agency (or lack thereof). In such a manner, the concept of praxiologies seems to be central, as understood by Paulo Freire as the inseparable connection between action and reflection. In the context of Latin American language education, praxiologies refer to the constant action-reflection that extends beyond the implementation of pre-determined methods and techniques created by those who have never interacted with the local contexts.
Throughout history, various teaching approaches and methodologies have emerged, each bringing unique insights to foreign language classrooms all over the world. These methods have played a pivotal role in shaping language pedagogy, enhancing learners' experiences, and fostering communication in an increasingly interconnected world. As societies become aware of the need for cultural inclusivity and equity, educators are recognizing the importance of adopting praxiologies that honor diverse languages and perspectives.
In the last couple of years, language educators have seen an unprecedented expansion of discussions related to the questioning of naturalized practices in language education. Nowadays, these questions are the core of language teacher education programs in Latin America. Educators have developed and implemented another way experiencing and assessing language education; one that is not focused on the mere application of predetermined methods and techniques, but that is born from-and sensitive to-the local contexts, and which considers context-dependent struggles, hopes, needs, and agency (or lack thereof). In such a manner, the concept of praxiologies seems to be central, as understood by Paulo Freire as the inseparable connection between action and reflection. In the context of Latin American language education, praxiologies refer to the constant action-reflection that extends beyond the implementation of pre-determined methods and techniques created by those who have never interacted with the local contexts.
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Yes, you can access Latin America Writes Back by Juliana Reichert Assunção Tonelli,Alex Alves Egido,Karina Oliveira de de Paula in PDF and/or ePUB format, as well as other popular books in Education & Education Theory & Practice. We have over one million books available in our catalogue for you to explore.
Information
Table of contents
- Cover
- Half Title
- Title Page
- Copyright Page
- Contents
- ForewordCalling for Critical Praxis across the Americas
- Introduction
- Part I: Latin America and Language Teaching in Early Childhood
- Chapter 1: Ideological Clarity for English Language Teachers in Paraguay
- Chapter 2: The National English Program in Mexico: Perspectives from EFL Young Learner Language Teachers
- Chapter 3: “We Don’t Need Another Hero”: Valuing Ongoing Local Praxiologies in the Teaching of English to (Very) Young Learners in Brazil
- Part II: Latin America and Language Teaching in English Teachers’ Education
- Chapter 4: Teaching as Identity Performance
- Chapter 5: Language Teaching and Other Pedagogies in the Context of Migration and Refugee Situations in Brazil: The Role of Civil Society Organizations
- Chapter 6: Breaking Silences: Poetic Reflections on Liberation in the Brazilian American Classroom
- Chapter 7: The Education of English Teachers in Brazil: Transforming a Foreign Language into an Object of Knowledge and of Cri ical Reflection
- Chapter 8: Universities, Teacher Education Programs, and Coloniality in Latin America: The Need for Disruption and Alteration in Research
- Chapter 9: Deconstructing the Curriculum: A Postmodern Critique of Language Teacher Education Programs in Ecuador
- Contributors
- Editors
- Index