Rethinking Established Approaches in the Language Classroom and Beyond Noncolonial Perspectives

List of contributors

Preface

Ryuko Kubota

Introduction:  Rethinking established approaches to language education, migration and Indigenous learning contexts, and language teacher education through noncolonial perspectives

Lisa Marie Brinkmann, Sílvia Melo-Pfeifer, Franziska Gerwers & Claudio Millacura Salas

Part 1: Theoretical contributions to coloniality and non-coloniality

1.     How the coloniality of power works in our daily lives: Reviewing the language learning environment in Indigenous and migrant contexts

María Guadalupe Rivera Garay

2.     Interconnections for the decolonization of teaching

Claudio Millacura Salas

3.     Towards Deliberative Education – A Critical Reading of Critical Applied Linguistics’ Take on Assessment

Andreas Bonnet

4.     The continuous minoritisation of social groups in educational contexts: the colonial and modernist burden in day-to-day interactions

Gilberto Rescher

5.     From Translanguaging to Transknowledging as Emergent Entretejidos: Advancing the Non-Colonial Possibilities of the Heritage Language Classroom

Josh Prada

6.     Investigating with (and not about) Research Participants: Ethnography with Young Migrants in Brazil

Daniel Gordillo Sanchez

Part 2: Noncolonial approaches in practice

7.     Brota la lengua: (Re)membering, storytelling and revitalizing in language teacher education

Maria Cecilia Schwedhelm Ramirez

8.     Beyond Portuguese: Toward a decolonial perspective on language policies for students with migrant backgrounds in Brazilian schools

Yara Carolina Campos de Miranda & Leandro Rodrigues Alves Diniz

9.     The impact of colonialism on English accents’ perception: A comparison of students’ attitudes in Bangladesh and Pakistan

Freeha Anma & Md. Sadequle Islam

10.  Using and Teaching the Language of the Land: Indigenous Alaskan Teachers’ Perspectives

Angela Lunda, Amber Frommherz, Chelsee Cook, Barbara Dud, Naomi Leaska & Roberta Littlefield

11.  “I Have to Find Stories That Speak to Their Experiences”: Incorporating Indigenous Nigerian Sociocultural Context in the L2 Writing Classroom

Chisom Nlebedum & Wisdom Nemi Otikor)

12.  Insights on Indigenous conceptions of language: “Languages are people, people are the land”

Lisa Marie Brinkmann & Claudio Millacura Salas

Part 3: Textbook and curricular analyses

13.  Depicting Colón and the descubrimiento de las Americas in Spanish textbooks in Germany: a multimodal and comparative analysis against erasure and epistemic injustice

Sílvia Melo-Pfeifer

14.  Raciolinguistic constructions of immigrants: Linguistic deficit, racialized professions and foreignness in a Norwegian language textbook

Vander Tavares & Shahrzad Nouri

15.  Teachers’ professional standards and initial teacher education. An intercultural comparative perspective

Verónica Muñoz-Rivero

16.  Topics, geographical examples, linguistic variations and cultures (not) represented: A case study analysis of the current curriculum of foreign languages in Hamburg

Franziska Gerwers & Lisa Marie Brinkmann

Postface: Non-Colonial Relations as Ontological: A Vision

Suresh Canagarajah

Index

Biography

Lisa Marie Brinkmann is a research assistant at the University of Hamburg and holds a PhD in learners’ investment and portfolio work in the French language classroom.

Franziska Gerwers is a doctoral candidate and research assistant at the University of Hamburg.

Sílvia Melo-Pfeifer is a full professor and researcher at the Faculty of Education, at the University of Hamburg (Germany).

Claudio Millacura Salas holds a degree in Spanish from the Universidad de la Frontera in Temuco (1990), a Master's degree in Linguistics from the National School of Anthropology and History of Mexico (1997), and a PhD in Ethnohistory from the University of Chile (2012).