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Because of its focus on mutual understanding, the language classroom is uniquely situated to discuss and enact ideas about social justice. This book brings together authors from different geographical and professional contexts united by a common goal: to bring about a change in language teacher education and language classrooms. The chapters represent the perspectives of authors at a range of stages in their careers; together they take the reader on a journey from conceptual dilemmas and their place in applied linguistics, through specific critical issues which are positioned within the theoretical landscape surrounding social justice, to projects with clear pedagogical implications. The book represents a much-needed step in broadening the conversation about social justice in and through language education, and will be of interest to language teachers and researchers as well as students of applied linguistics.
Albert Biel is a research assistant and PhD student at the University of Duisburg-Essen, Germany. His research interests revolve around social justice in language education in general and more specifically about queer-informed language education practices.
Fabian Maria Esleben is currently a teacher trainee at Nordmarkt Primary School, Dortmund, Germany. His research centres on the role of language in teaching contexts with a focus on English as a lingua franca and social justice.
Contributors
Acknowledgements
Albert Biel and Fabian Maria Esleben: Taking Action: A Journey towards Social Justice in Language Education
Part 1: Conceptual Considerations of Social Justice in Language Education
Chapter 1. Carolyn Blume and David Gerlach: Searching for Social Justice in English Language Education in Germany
Chapter 2. Stacey Margarita Johnson, L.J. Randolph Jr. and Albert Biel: The Theory, Research and Practice of Social Justice in Language Classrooms: An Interview
Chapter 3. Katy Highet: The Ethics and Politics of 'Taking Action'
Chapter 4. Kaishan Kong and Andie Wang: Making Sense of Social Justice and Taking Action in World Language Education
Part 2: Looking at Language(s) in Social Justice Language Education
Chapter 5. Rachel Wicaksono and Clara Jean Wicaksono: Ethical Subjectivity and Ontologies of English: Implications for Social Justice in English Language Education
Chapter 6. Marta Guarda and Gisela Mayr: Infusing Social Justice into the Classroom through Inclusive Plurilingual Education: The Role of Teacher Attitudes and Beliefs
Chapter 7. Elizabeth J. Ehrling and Anouschka Foltz: Towards Social Justice in English Language Education: Promoting Multilingual Possibilities in the Classroom
Part 3: Looking at Content in Social Justice Language Education
Chapter 8. Thorsten Merse: Queering English Language Education: Five Propositions for the Future of LGBTIQ+ Inclusion
Chapter 9. Natalie Güllü and Mareen Lüke: Anti-Fatness and Fat Activism: Approaches for Addressing Structural Discrimination in Critical Language Education in Germany
Chapter 10. Ricardo Römhild: Sustainability and English Language Education: Taking Action for Socio-Environmental Justice
Part 4: What Taking Action Can Look Like: Concrete Social Justice Projects
Chapter 11. Annika Berg and Carolyn Blume: Negotiating Plurilingual Identities in Superdiverse Contexts – A Unit from Eighth-Grade English
Chapter 12. Jhon Eduardo Mosquera Pérez, Angela Hurtado Torres and Daniel Elias Pérez Diaz: Embracing Social Justice in English Language Teaching: A Proposal of Social Justice Aware Materials
Chapter 13. Niklas Collissi: Yourintuitionpodcast: A Podcast About Individual Experiences with Social Injustice
Chapter 14. Nina Kansy, Julia Kulpa, Stella Munkes and Lisa Weichsel: Lessons Learned - Reflecting on Social Justice Issues and the Significance of Taking Action in Language Teacher Education
Helen Sauntson: Conclusions and Future Directions: Language Education and Research as Social Justice Activism
Index