1st Edition
The Post-Truth Era and English Language Education Conceptual, Theoretical and Empirical Issues
List of illustrations
List of contributors
Preface
Acknowledgements
PART I: Conceptual Issues
Chapter 1. Post-truth pedagogies in English language education: Key areas of concern
Hild Elisabeth Hoff and Aud Solbjørg Skulstad
Chapter 2. The destabilisation of truth: A challenge to critical literacy
Hilary Janks
Chapter 3. What does it mean to mean? Tracing the theoretical turns towards post-truth literacy
Frank Serafini and George G. Hruby
PART II: Theoretical Issues
Chapter 4. From dichotomy to complexity: Popular music as a catalyst for moving beyond binary thinking
Hild Elisabeth Hoff
Chapter 5. Learning tasks and persuasion in post-truth educational contexts
Aud Solbjørg Skulstad
Chapter 6. Exploring linguistic taboos and intercultural learning in the EAL classroom
Daniel Becker
PART III: EMPIRICAL ISSUES
Chapter 7. Teaching multimodal news to children in the post-truth era
Fei Victor Lim and Jing Hui Melody Heng
Chapter 8. Reading political visuals: A study of Norwegian upper secondary EAL students’ interpretations of visual meaning-making in US news reports
Sigrid Ørevik
Chapter 9. Critical approaches to conspiracy theories in the EAL classroom: Deconstructing the great replacement theory
Massimiliano Demata and Denise Filmer
Chapter 10. Pre-service English language teachers’ critical engagement with multimodal texts: Navigating knowledge and imaginaries
Cecilie Waallann Brown and Milica Savic
Chapter 11. Ecodialogic teaching and learning in the post-truth era
Hege Emma Rimmereide
Index
Biography
Hild Elisabeth Hoff is Associate Professor of English didactics at the University of Bergen, Norway, where she teaches and supervises students at BA, MA, and PhD levels.
Aud Solbjørg Skulstad is Professor of English didactics in the Department of Foreign Languages at the University of Bergen, Norway, where she teaches and supervises student teachers of English and PhD students.
