This book maps out the pedagogical implications of the global spread and diversification of pluricentric languages for language education and showcases new approaches that can take account of linguistic diversity.
This book maps out the pedagogical implications of the global spread and diversification of pluricentric languages for language education and showcases new approaches that can take account of linguistic diversity.
Marcus Callies is Professor and Chair of English Linguistics, University of Bremen, Germany. Stefanie Hehner is a doctoral candidate in the research project "Varieties of English in Foreign Language Teacher Education", University of Bremen, Germany.
Inhaltsangabe
1. Introduction: Pluricentric Languages and Language Education - Implications and Innovations Part I: Pluricentricity and Language Teaching: Addressing a Conceptual Interface 2. Pluricentric Languages and the Teaching of Spanish and French: Strengthening Disciplinary Links 3. Integrating Linguistic Diversity into English Language Teaching: Challenges in Implementing a Pluricentric Approach 4. Transfering Pluricentric Approaches from the Teaching of Portuguese and Vietnamese: A Comparative Approach to Dealing with Dialectal Variation in School Languages Part II: Pluricentric Languages and Aspects of Linguistic Variation in Language Education: Awareness, Beliefs, and Attitudes 5. Moving from Awareness and Understanding to Tolerance and Promotion? On Spanish Teacher Students' Knowledge of and Attitudes Towards Language Variation 6. Pre-service Teachers and Their Awareness of Varieties of Spanish 7. Specific Preferences vs. Inclusive Foreign Language Education: (Pre-service) Teachers' Implicit Attitudes Towards Varieties of English 8. Encounters with Englishes: Language Learning Biographies as a Window to Teacher Students' Cognitions 9. Creating Awareness of Pluricentricity at University Language Departments: A Case Study of Dutch Part III: New Approaches to Teaching and Learning Pluricentric Languages 10. German as a Pluricentric Language in Teacher Education at the Universities of Rio de Janeiro 11. Language Corpora and the Teaching and Learning of English as an International Language 12. Pluricentric Language Teaching and World Englishes-informed Curriculum Design for Teacher Training Programs 13. Pluricentric Languages in University Teacher Education: Towards Increased Curricular Coherence Afterword: Who Is Afraid of Pluricentric Perspectives?
1. Introduction: Pluricentric Languages and Language Education - Implications and Innovations Part I: Pluricentricity and Language Teaching: Addressing a Conceptual Interface 2. Pluricentric Languages and the Teaching of Spanish and French: Strengthening Disciplinary Links 3. Integrating Linguistic Diversity into English Language Teaching: Challenges in Implementing a Pluricentric Approach 4. Transfering Pluricentric Approaches from the Teaching of Portuguese and Vietnamese: A Comparative Approach to Dealing with Dialectal Variation in School Languages Part II: Pluricentric Languages and Aspects of Linguistic Variation in Language Education: Awareness, Beliefs, and Attitudes 5. Moving from Awareness and Understanding to Tolerance and Promotion? On Spanish Teacher Students' Knowledge of and Attitudes Towards Language Variation 6. Pre-service Teachers and Their Awareness of Varieties of Spanish 7. Specific Preferences vs. Inclusive Foreign Language Education: (Pre-service) Teachers' Implicit Attitudes Towards Varieties of English 8. Encounters with Englishes: Language Learning Biographies as a Window to Teacher Students' Cognitions 9. Creating Awareness of Pluricentricity at University Language Departments: A Case Study of Dutch Part III: New Approaches to Teaching and Learning Pluricentric Languages 10. German as a Pluricentric Language in Teacher Education at the Universities of Rio de Janeiro 11. Language Corpora and the Teaching and Learning of English as an International Language 12. Pluricentric Language Teaching and World Englishes-informed Curriculum Design for Teacher Training Programs 13. Pluricentric Languages in University Teacher Education: Towards Increased Curricular Coherence Afterword: Who Is Afraid of Pluricentric Perspectives?
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