Información General

• Autores: Vander Tavares (ed. lit.), Sílvia Melo-Pfeifer (ed. lit.)
• Editores: Palgrave Macmillan Reino Unido
• Año de publicación: 2025
• País: Reino Unido
• Idioma: inglés
• ISBN: 9783032008879, 9783030863432
• Texto completo no disponible (Saber más ...)

Resumen

• Este manual ofrece una visión sistemática de la educación lingüística desde la perspectiva de la internacionalización. La internacionalización incluye, pero también va más allá de la integración de las perspectivas, prácticas y disposiciones interculturales e internacionales en la educación con el objetivo de mejorar, pluralizar y descolonizar la pedagogía y la investigación en respuesta a los cambios y desafíos que enfrenta la sociedad actual. A pesar de sus posibilidades de desarrollo institucional, curricular e individual en el contexto de la educación lingüística como campo académico, la internacionalización sigue estando poco teorizada y poco explorada en la educación lingüística como un enfoque que puede apoyar aún más a los educadores de idiomas para mejorar su práctica docente. Reuniendo a un elenco internacional de colaboradores y ejemplos de una variedad de contextos, este manual servirá como una referencia esencial para investigadores y estudiantes graduados en lingüística aplicada y campos relacionados, profesores de idiomas y educadores de profesores de idiomas, profesionales de servicios de apoyo, desarrolladores de programas y diseñadores de planes de estudio.

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Critical perspectives on internationalization and language education

    • When “international” is already here: Transnational thinking in community-based and accountable language education

      Chatwara Suwannamai Duran, Eunjeong Lee

      • Resumen

      págs. 21-38

      

    • Internationalizing language education from within: Contributions from critical (language) pedagogy

      Priscila Fabiane Farias, Leonardo da Silva, Hamilton de Godoy Wielewicki

      • Resumen

      págs. 39-54

      

    • Perspectives for a critical view of language policies and practices in the internationalization of higher education in african non-anglophone multilingual settings

      Nelson Casimiro Zavale

      • Resumen

      págs. 55-73

      

    • The paradoxical semantic life of concepts: Deconstructing the meaning of “international” in two language programs in Hamburg

      Sílvia Melo-Pfeifer

      • Resumen

      págs. 75-92

      

  • Internationalizing different dimensions of language education

    • Internationalizing the language curriculum: The case of korean as a foreign language

      Joowon Suh

      • Resumen

      págs. 97-115

      

    • Internationalizing language education curricula in Vietnam: Rationales, processes, and expected outcomes

      Anh Lan Thi Tran, Nhung Hong Thi Nguyen, Anh Ngoc Trinh

      • Resumen

      págs. 117-134

      

    • What modern/colonial promises make for an internationalized school?: A map of the role of language in the national guidelines for the internationalization of basic education in Brazil

      Nayara Stefanie Mandarino Silva, Ana Karina de Oliveira Nascimento

      • Resumen

      págs. 135-152

      

    • Heritage language community schools and internationalization

      Ana Souza

      • Resumen

      págs. 153-167

      

    • Turkey’s internationalization steps at primary levels: Implications for early English Education

      Melike Ünal Gezer

      • Resumen

      págs. 169-188

      

  • Showcasing language education internationalization activities

    • Facilitating internationalization of language education through virtual exchange

      Barbara Loranc

      • Resumen

      págs. 193-210

      

    • Internationalising teacher education through Collaborative Online International Learning (COIL): Opportunities, challenges, and direction ahead

      Jim Yee Him Chan, Nicole Judith Tavares, Yanna Li

      • Resumen

      págs. 211-233

      

    • Virtual exchanges in teacher education: Gleanings from a digital internationalization project

      Alexandra Funk, Lukas Eibensteiner, Laurenz Volkmann

      • Resumen

      págs. 235-253

      

    • Bridging cultures between rural areas: Plurilingual virtual exchange and intercultural communicative competence in primary school language education

      Andrea Kratzer, Alexandra Delgado, Anita Cvetkovic Kienle, Melinda Dooly, Euline Cutrim Schmid

      • Resumen

      págs. 255-283

      

    • Plurilingual telecollaboration as internationalization at home

      Christian Degache

      • Resumen

      págs. 285-302

      

  • Foregrounding profiles of underrepresented language learners and teachers in international(ized) language education

    • Rise and fall: Chinese, Korean, French, and German language education in japan’s Higher Education

      Yoko Kobayashi

      • Resumen

      págs. 307-324

      

    • Transnational Teachers as Agents of Internationalization: Confronting native-speakerism and fostering inclusion for refugee students

      Artëm Ingmar Benediktsson, Vander Tavares

      • Resumen

      págs. 325-342

      

    • Racialized students studying Spanish abroad: Confronting narratives of marginalization, legitimizing multilingual identities and practices

      Federica Goldoni

      • Resumen

      págs. 343-361

      

  • Developing knowledge and skills through the internationalization of language education

    • Examining the impact of a blended mobility program on pre-service language teachers’ critical reflection: “Das tiefe Eintauchen sehe ich als einen kleinen ‘Schatz’”

      Franziska Gerwers, Pilar Gerns, Lisa Marie Brinkmann

      • Resumen

      págs. 367-387

      

    • “More than meets the ‘I’”: Internationalizing EFL teachers’ curricula for plurilingual and intercultural education

      Mónica Lourenço

      • Resumen

      págs. 389-408

      

    • Newly arrived students’ epistemic participation and agency in a Norwegian language elementary-level reception class through an internationalized pedagogy

      Kjersti Ree-Skrefsrud, Vander Tavares

      • Resumen

      págs. 409-426

      

    • International students’ language learning and intercultural communication experiences in China: A perspective on the internationalization of Chinese language education

      Wendong Li, Yang Frank Gong, Xuesong Andy Gao

      • Resumen

      págs. 427-444

      

    • Creative writing paths in language education: From L2 learners to the Portuguese-speaking world

      Inês Cardoso, Luciana Graça, Paula Pessanha Isidoro

      • Resumen

      págs. 445-468

      

    • Internationalization in Canada: A consideration of “The internationalization statement of principles for canadian educational institutions”

      Victoria Wolff

      • Resumen

      págs. 469-486

      

  • Identifying challenges to the internationalization of language education

    • Placing language education in international sociocultural context: Insights from TESOL graduates’ encounters with discrimination in China

      Jialing Wang

      • Resumen

      págs. 491-509

      

    • Internationalization and offshore professional development of English language educators:: Challenges and opportunities

      Indika Liyanage

      • Resumen

      págs. 511-527

      

    • Cultural and literary identity and ideologized hegemonic agenda in the internationalization of Persian language education

      Zia Tajeddin, Zahra Keshvari

      • Resumen

      págs. 529-548

      

    • The World in your backyard: The case of K-12 dual language education programs in the United States

      Vesna Dimitrievska

      • Resumen

      págs. 549-566

      

    • From the local to the global: The oversold politicization of Arabic in U.S. Higher Education

      Zakaria Fahmi

      • Resumen

      págs. 567-583

      

  • Decolonizing language education through internationalization and vice-versa

    • Transnational and Decolonial English Education Exchange: When global south english teachers arrive at empire’s end

      G. Sue Kasun, Chantee L. Earl

      • Resumen

      págs. 589-605

      

    • Decolonizing language education through internationalization: The Case of Nahuatl in U.S. institutions of Higher Education

      Hyun-Sook Kang

      • Resumen

      págs. 607-624

      

    • Decolonization, care, and kindness as pedagogical methods for teaching and assessment in foreign-language and heritage-language classrooms

      Shobna Nijhawan

      • Resumen

      págs. 625-644

      

    • Reconceptualization of internationalization of language education through multimodality-enhanced pedagogy as decolonizing approaches to ELT instructional design

      Heejin Song

      • Resumen

      págs. 645-663