1st Edition
Pluricentric Languages and Language Education Pedagogical Implications and Innovative Approaches to Language Teaching
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.
Moving the discussion of contemporary norms, aims, and approaches to pluricentric languages in language education beyond English, this book provides a multilingual, comparative perspective through case study examples of Spanish, French, German, Portuguese, Dutch, and Vietnamese. The chapters document, compare, and evaluate existing practices in the teaching of pluricentric languages, and highlights different pedagogical approaches that embrace their variability and diversity.
Presenting approaches to overcome barriers to innovation in language education, the book will be of great interest to academics, researchers, doctoral students in the field of language education, as well as socio- and applied linguists. Practitioners interested in linguistic diversity more broadly will also find this book engaging.
The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-4.0 license.
1. Introduction: Pluricentric Languages and Language Education – Implications and Innovations Marcus Callies and Stefanie Hehner Part I: Pluricentricity and Language Teaching: Addressing a Conceptual Interface 2. Pluricentric Languages and the Teaching of Spanish and French: Strengthening Disciplinary Links Claudia Polzin-Haumann 3. Integrating Linguistic Diversity into English Language Teaching: Challenges in Implementing a Pluricentric Approach Matthias Hutz 4. Transfering Pluricentric Approaches from the Teaching of Portuguese and Vietnamese: A Comparative Approach to Dealing with Dialectal Variation in School Languages Christian Koch 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 Agustín Corti and Bernhard Pöll 6. Pre-service Teachers and Their Awareness of Varieties of Spanish Katharina Wieland 7. Specific Preferences vs. Inclusive Foreign Language Education: (Pre-service) Teachers’ Implicit Attitudes Towards Varieties of English Joanna Pfingsthorn and Tim Giesler 8. Encounters with Englishes: Language Learning Biographies as a Window to Teacher Students’ Cognitions Stefanie Hehner 9. Creating Awareness of Pluricentricity at University Language Departments: A Case Study of Dutch Marijke De Belder and Andreas Hiemstra 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 Camila Meirelles and Mônica Savedra 11. Language Corpora and the Teaching and Learning of English as an International Language Julia Schlüter 12. Pluricentric Language Teaching and World Englishes-informed Curriculum Design for Teacher Training Programs Natalia Marakhovska 13. Pluricentric Languages in University Teacher Education: Towards Increased Curricular Coherence Marcus Callies and Stefanie Hehner Afterword: Who is afraid of pluricentric perspectives? Stefan Dollinger
Biography
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.
