Peacebuilding in Language Education

Innovations in Theory and Practice
Erscheinungsjahr 2020
ISBN: 978-1-78892-978-3
Verlag: Multilingual Matters

Buch, Englisch, 286 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 483 g

This innovative, much-needed book shares powerful wisdom and practical strategies to help language teachers, teacher educators and peace educators communicate peace, contribute to peace and weave peacebuilding into classrooms and daily life. The clear, six-part Language of Peace Approach underlies more than 50 creative activities that can promote peacebuilding competence in secondary and post-secondary students, current and prospective educators and community members outside of academia. Chapters span the spectrum from cross-cultural peace education to the positive psychology of peace, from nonverbal peace language to transformative language teaching for peace, and from the needs of language learners to the needs of language educators. The book makes a unique and valuable contribution to the discussion of how we can live together peacefully in a changing world.

Autoren/Hrsg.

Oxford, Rebecca L.

Olivero, María Matilde

Harrison, Melinda

Gregersen, Tammy

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Interdisziplinäres Wissenschaften Wissenschaften Interdisziplinär Friedens- und Konfliktforschung

Inhaltsverzeichnis

Foreword. Gregory Hadley

Introduction. Melinda Harrison

Section I Language Education Responds to the Call for Peace

Chapter 1. Rebecca L. Oxford, Tammy Gregersen, Melinda Harrison and M. Matilde Olivero: The Call for Peace in Language Education: This Book's Purpose, Themes and Peace Approach

Chapter 2. Christina Gkonou, M. Matilde Olivero and Rebecca L. Oxford: Empowering Language Teachers to be Influential Peacebuilders: Knowledge, Competencies and Activities

Chapter 3. Tammy Gregersen and Peter D. MacIntyre: The Nonverbal Channels of Peacebuilding: What Teachers, Trainers and Facilitators Need to Know

Section II Applying Peacebuilding for Inner, Interpersonal and Intergroup Peace

Chapter 4. María Celina Barbeito and Adelina Sánchez Centeno: Inner Peace and Emotion Regulation During Oral Production in ESL/EFL Teacher Education

Chapter 5. Carmen M. Amerstorfer: How Increased Self-regulation, Learner Autonomy and Learner Cooperation Raise Self-esteem and Consequently Inner Peace and Interpersonal Peace: Insights from an Innovative School Context

Chapter 6. Ana María F. Barcelos: Revolutionary Love and Peace in the Construction of an English Teacher’s Professional Identity

Chapter 7. Josephine Prado, Gönül Uguralp-Cannon, John Marc Green, Melinda Harrison and Laurie Franz Smith: Seeking Connection through Difference: Finding the Nexus of Transformative Learning, Peacebuilding and Language Teaching

Section III Applying Peacebuilding for Intercultural and International Peace

Chapter 8: James E. Bernhardt, Christine M. Campbell and Betty Lou Leaver: Can Foreign Languages Be Taught for Peace at U.S. Government Institutes?

Chapter 9. Michael Wei and Yalun Zhou: International Faculty and International Students in Universities: Their Roles in Fostering Peace across Languages and Cultures

Chapter 10. Laura Mahalingappa, Terri L. Rodriguez and Nihat Polat: Promoting Peace through Social Justice Pedagogies for Students from Immigrant Muslim Communities: Using Critical Language Awareness in Second Language Classrooms

Section IV Applying Peacebuilding through Positive Psychology, Peace Linguistics and Peace Language

Chapter 11. Tammy Gregersen and Peter D. MacIntyre: Acting Locally to Integrate Positive Psychology and Peace: Practical Applications for Language Teaching and Learning

Chapter 12. Rebecca L. Oxford: From Hate Speech to Empathy: Lessons for Language Educators and Society

Chapter 13. Andy Curtis and Rebecca L. Oxford: Applying Peace Linguistics: What Peacebuilders Can Learn from the Languages of Hurt, Hate and Harm

Chapter 14. Rebecca L. Oxford and Andy Curtis: Exploring Peace Language: Hope, Help and Harmony

Section V Moving Further with Peacebuilding

Chapter 15. M. Matilde Olivero, Melinda Harrison and Rebecca L. Oxford: Peacebuilding through Classroom Activities: Inner, Interpersonal, Intergroup, Intercultural, International and Ecological Peace

Chapter 16. M. Matilde Olivero, Tammy Gregersen, Melinda Harrison and Rebecca L. Oxford: Conclusion: Integrating Peace Concepts, Personal Insights and Future Peace Directions

Index

Über Autor(innen)

Oxford, Rebecca L.
Rebecca L. Oxford, University of Maryland, USA Professor Emerita and Distinguished Scholar-Teacher, now guides dissertation research methodology at the University of Alabama at Birmingham, USA.

Gregersen, Tammy
Tammy Gregersen is Professor of TESOL at the American University of Sharjah in the United Arab Emirates. She has published extensively on individual differences, teacher education, nonverbal communication in language classrooms, positive psychology, and language teacher wellbeing. She was awarded two Fulbright Scholar opportunities in Costa Rica and Chile.

Olivero, María Matilde
María Matilde Olivero is a second language teacher-educator and researcher at Universidad Nacional de Río Cuarto, Argentina.

Harrison, Melinda
Melinda Harrison is a lecturer at Auburn University at Montgomery, USA and is working on a PhD in Educational Studies in Diverse Populations at the University of Alabama at Birmingham, USA.

Rebecca L. Oxford is a University of Maryland Professor Emerita and Distinguished Scholar-Teacher who now works with doctoral students at the University of Alabama at Birmingham, USA.

María Matilde Olivero is a second language teacher educator and researcher at Universidad Nacional de Río Cuarto, Argentina.

Melinda Harrison is a lecturer at Auburn University at Montgomery, Alabama, USA and is working on a PhD in Educational Studies in Diverse Populations at the University of Alabama at Birmingham.

Tammy Gregersen is a Professor of TESOL at the American University of Sharjah, United Arab Emirates.