Timothy G. Reagan

Indigenous Approaches to Educational Thought and Practice

Non-Western Educational Traditions

Terry A. Osborn

This text brings together two significant domains of educational practice: foreign language education and critical pedagogy--linking them in a way that can help foreign language educators develop a critical awareness of the nature, purposes, and challenges facing foreign language pedagogy. Unique among texts in the field, this is the first to deal explicitly with the social, political, ideological, and economic aspects of language, language learning, and language teaching in our society and to connect the practice of foreign language education with these critical, and crucial, aspects of language and language use. The Foreign Language Educator in Society: Toward A Critical Pedagogy: *emphasizes what teachers and future teachers of foreign languages in this country ought to know and understand about language-- language attitudes, practices, rights, and policy-- and related issues; *focuses on helping students to move beyond pragmatic pedagogical concerns to the social and political concerns relevant to their teaching; and *provides students with the opportunity to develop critical perspectives on the central facets of the language education process. Intended for foreign language education programs at both basic and advanced levels, as well as courses in critical pedagogy, critical language awareness, sociolinguistics, and social and cultural foundations of education, the text provides helpful pedagogical features to direct the reader in applying the content of each chapter to his or her own context.

Toward A Critical Pedagogy

The Foreign Language Educator in Society

Sharon F. Rallis

Gretchen B. Rossman

Casey D. Cobb

Aaron Kuntz

A practical guide for creating, implementing, and evaluating school policy. This invaluable resource brings to life the process of making and enacting educational policy. The authors present a conceptual framework for developing effective and ethical school policies and help educational leaders evaluate, interpret, and analyze the regulations that govern their schools. Organized by key topics such as English Language Learners, inclusion, and bullying, the text incorporates vignettes, research, and relevant theories to illustrate how readers can: Create a dialogue that represents the needs of all stakeholders Define relevant policies that are ethically sound Integrate legally mandated policies with schoolwide resolutions

How to Create and Implement Ethical Policies

Leading Dynamic Schools

Humphrey Tonkin

What is the future of languages in an increasingly globalized world? Are we moving toward the use of a single language for global communication, or are there ways of managing language diversity at the international level? Can we, or should we, maintain a balance between the global need to communicate and the maintenance of local and regional identities and cultures? What is the role of education, of language rights, of language equality in this volatile global linguistic mix? A group of leading scholars in sociolinguistics and language policy examines trends in language use across the world to find answers to these questions and to make predictions about likely outcomes. Highlighted in the discussion are, among other issues, the rapidly changing role of English, the equally rapid decline and death of small languages, the future of the major European languages, the international use of constructed languages like Esperanto, and, not least, the question of what role applied scholarship can and should play in mapping and influencing the future.

Language in the 21st Century

Timothy G. Reagan

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