Reframing my practices: reconsidering post-secondary World Language education

2021 ◽  
pp. 1-19
Author(s):  
Christina Huhn
Keyword(s):  
Language Education ◽  
World Language ◽  
Post Secondary ◽  
World Language Education

I Do and I Understand

2019 ◽  
pp. 15-34 ◽  
Author(s):  
Claire Mitchell
Keyword(s):  
Second Language Acquisition ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Language Education ◽  
World Language ◽  
Inquiry Based Learning ◽  
Current Trends ◽  
World Language Education ◽  
Approach To Teaching

As a result of globalization, World Language Education has experienced considerable changes within recent decades. With these changes, there is a need for new approaches to teaching and learning a world language, as there is a growing mismatch between language use in the real world and the approach to teaching a world language in the classroom. This chapter, then, presents a pedagogical model that was implemented in an Introduction to Second Language Acquisition course in order to adequately prepare teacher candidates for their future careers as educators in a globalized society. In particular, the model in this chapter discusses authentic experiences grounded in inquiry-based learning that provide opportunities for teacher candidates to collaboratively research current trends in the field of World Language Education and put them into practice through undergraduate research projects.

Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity

2021 ◽  
Vol 58 (6) ◽  
pp. 1107-1141
Author(s):  
Laura C. Chávez-Moreno
Keyword(s):  
Bilingual Education ◽  
Dual Language ◽  
Educational Equity ◽  
Language Education ◽  
Educational Justice ◽  
World Language ◽  
World Language Education ◽  
Education Model ◽  
Racial Hierarchies ◽  
Latinx Youth

This critical race ethnography examines a secondary-level dual-language (DL) program, a bilingual-education model thought to provide Latinxs educational equity. Drawing from a three-stage recursive analytic approach, I present evidence that a DL program’s policies and practices valued offering Latinx youth biliterate schooling only so long as DL was available and advantageous to Whites—which ultimately excluded some Latinx students from bilingual education and/or accessing its benefits. I theorize DL functions as white property when DL perpetuates racial hierarchies and preserves the value of a white racial identity, thereby maintaining Whites’ inequitable material accumulation. I problematize the logic of DL—highlighting that DL has the elitist tendencies of world-language education—and assess DL’s potential to deliver educational justice to Latinxs.

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