Bibliografía - pedagogía

Índice
A major challenge in language teacher education is finding materials that clearly articulate the common ground among theoretical concepts, research findings, and classroom practices. This book aims to help educators make a direct connection between second language acquisition (SLA) principles and the reality of language classrooms. Rather than trying to address every aspect of SLA and pedagogy, which would result in an overwhelming amount of information, the goal of this book is to help world language educators understand how they can develop materials or implement classroom strategies that are informed by core principles of SLA. This book was authored with language educators in mind, first and foremost. Key concepts are explained in a straightforward way, as if the authors were having a conversation with the readers. Each chapter is divided into the following sections:

  • What Do I Need to Know? This section presents must-know information and concepts that should guide pedagogical practices. 
  • What Does It Look Like in the Classroom? This section provides several examples to help readers visualize how to apply the principles and ideas discussed in the first section.
  • Now That You Know: This section includes reflection, expansion, and application questions that could be used in a course, a reading group, or just to ignite a conversation via social media.
Rod Ellis (2005)

The purpose of this literature review is to examine theory and research that has addressed what constitutes effective pedagogy for the acquisition of a second language (L2) in a classroom context. In other words, the review seeks to answer the question: How can instruction best ensure successful language learning?

This is not an easy question to answer, both because there are many competing theories offering very different perspectives on how instruction can promote language learning and because the empirical research does not always afford clear cut findings. We will endeavour to reflect the different theoretical viewpoints and findings in the review. To do otherwise would be to misrepresent the current state of research in this field.

However, in order to avoid the pitfalls of complete relativity, we will attempt to identify a number of general principles, based on theory and research, which we believe can provide a guideline for designers of language curricula and for classroom teachers. In proposing these principles we do not wish to adopt a positivist stance. We do not believe that the research findings to date provide definitive specifications for language instruction. Rather we wish to suggest, in line with Stenhouse’s (1975) arguments, that the principles be viewed as ‘provisional specifications’ best operationalised and then tried out by teachers in their own teaching contexts.

The review begins with an examination of the learning theories that underlie three mainstream approaches to language teaching (Section A). From there, it moves on to consider empirical studies of classroom teaching and learning (Section B). Given the vast amount of research that has taken place over the last three decades, the research considered will necessarily be selective, focusing on key theoretical claims and seminal studies. These sections provide the basis for the identification of a set of general principles (Section C). The review concludes with a discussion of how the research can best be utilized by practitioners (Section D).

Inevitably in a review of this nature, readers will be confronted with a number of technical terms. In some cases, where they are of central importance these will be defined in the main text. However, in cases where they are less central, they are defined in the glossary. All terms in bold print can be found in the glossary. 

Beginning from the premise that being non-racist –and other 'neutral' positions– are inadequate in the face of a racist society and institutions, this book provides language educators with practical tools to implement antiracist pedagogy in their classrooms. It offers readers a solid theoretical grounding for its practical suggestions, drawing on work in critical race theory, critical sociolinguistics and language ideology to support its argument for antiracist pedagogy as a necessary form of direct action. The author contends that antiracist pedagogy is a crucial part of the project of decolonizing universities, which goes beyond tokenistic diversity initiatives and combats racism in institutions that have historically helped to perpetuate it. The author's pedagogical suggestions are accompanied by online resources which will help the reader to adapt and develop the material in the book for their own classrooms.   

Contenidos

Introduction: Antiracist Pedagogy Works!

Part 1: Race, Racism and Antiracism in the Language Classroom

Chapter 1. Introduction to Foundational Concepts for an Antiracist Approach to Language Teaching

Chapter 2. 'Trabajo más que un negro': An Ethnography of Racism Within a Spanish Department

Chapter 3: Let Us Talk About Race… and Language… and Power

Chapter 4: Pedagogical Foundations of SPC Units

Part 2: When, Where, How: Raising Antiracist Critical Linguistic Awareness in the Language Classroom Through Sociolinguistics-Informed Pedagogies

Chapter 5: Integrating SPCs in an Advanced (Spanish) Language Class

Chapter 6: Integrating SPCs in Different Curricular Settings

Chapter 7: The Students Talk: Testimonials from Participants in Antiracist Programs

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