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008 081208s2009 nyu b 001 0 eng
010 _a2008050959
020 _a9780415995078 (pbk)
040 _aDLC
_beng
_erda
_cDLC
050 0 0 _aPE1128.A2
_bR23 2009
082 0 0 _a428.0/4089
_222
090 _aPE 1128 A2 R233 2009
245 0 0 _aRace, Culture, and Identities in Second Language Education :
_bExploring Critically Engaged Practice /
_cedited by Ryuko Kubota and Angel Lin.
264 1 _aNew York, NY :
_bRoutledge,
_c2009.
300 _a322 p. ;
_bill. ;
_c23 cm.
505 _a1. Race, Culture, and Identities in Second Language Education : Introduction to Research and Practice /
_rRyuko Kubota and Angel Lin
505 _aPart 1 - Interrogating Whitness
505 _a2. Unpacking White Racial Identity inn English Language Teacher Education /
_rTonda Liggett
505 _a3. The Ideal English Speaker : A Juxtaposition of Globalization and Language Policy in South Korea and Racialized Language Attitudes in the United States /
_rRachel A. Grant and Incho Lee
505 _a4. Construction of Racial Stereotypes in English as a Foreign Language (EFL) Textbooks : Images as Discourse /
_rCosette Taylor- Mendes
505 _a"It:s Not Them; It's Not Their Fault" : Manifestations of Racism in the Schooling of Latinas/os and ELLs /
_rSherry Marx
505 _aPart 2 - Racializing Discourse and Identity Construction in Educational Settings
505 _a6. Uninhabitable Identifications : Unpacking the Production of Racial Difference in TESOL Classroom /
_rConstance Ellwood
505 _a7. Understanding the Racialized Identities of Asian Students in Predominantly White Schools /
_rLan Hue Quach, Ji-Yeon O. JO, and Luis Urrieta, JR.
505 _a8. Classroom Positionings and Children's Construction of Linguistics and Racial Identities in English-Dominant Classrooms /
_rLaurie Katz and Christina Dasilva Iddings
505 _a9. Race and Technology in Teacher Education : Where Is The Access /
_rFrancis Bangou and Shelley Wong
505 _a10. Operating Under Erasure : Race/Language/Identity /
_rAwad Ibrahim
505 _aPart 3 - Toward a Dialectic of Critically Engaged Praxis
505 _a11. Colorblind Nonaccommodative Denial : Implications for Teachers' Meaning Perspectives Toward their Mexican-American English Learners /
_rSocorro Herrera and Amanda Rodriguez Morales
505 _a12. Transforming the Curriculum of NNESTs : Introduction Critical Language Awarness (CLA) in a Teacher Education Program /
_rCarmen Chacon
505 _a13. Narratives in the Wild : Unpacking Critical Race Theory Methodology for Early Childhood Bilingual Education /
_rSara Michael-Luna
505 _a14. Linguicism and Race in the United States : Impact on Teacher Edication from Past to Present /
_rTheresa Austin
505 _a15. Un/Marked Pedagogies : A Dialogue on Race in EFL and ESL settings /
_rEve Haque and Brian Morgan
505 _a16. Race and Language as Capital in School : A Sociological Template for Language-Education Reform /
_rAllan Luke
520 _a"The concept and construct of race is often implicitly yet profoundly connected to issues of culture and identity. Meeting an urgent need for empirical and conceptual research that specifically explores critical issues of race, culture, and identities in second language education, the key questions addressed in this groundbreaking volume are these: How are issues of race relevant to second language education? How does whiteness influence students' and teachers' sense of self and instructional practices? How do discourses of racialization influence the construction of student identities and subjectivities? How do discourses on race, such as colorblindness, influence classroom practices, educational interventions, and parental involvement? How can teachers transform the status quo? Each chapter is grounded in theory and provides implications for engaged practice. Topics cover a wide range of themes that emerge from various pedagogical contexts. Authors from diverse racial/ethnic/cultural backgrounds and geopolitical locations include both established and beginning scholars in the field, making the content vibrant and stimulating. Pre-reading Questions and Discussion Questions in each chapter facilitate comprehension and encourage dialogue. " /
_b"Le concept et la construction de la race sont souvent implicitement mais profondément liés aux questions de culture et d’identité. Répondant à un besoin urgent de recherche empirique et conceptuelle qui explore spécifiquement les questions cruciales de la race, de la culture et des identités dans l’éducation en langue seconde, les questions clés abordées dans ce volume révolutionnaire sont les suivantes : En quoi les questions de race sont-elles pertinentes pour l’enseignement de la langue seconde? Comment la blancheur influence-t-elle le sens de soi et les pratiques pédagogiques des élèves et des enseignants? Comment les discours de racialisation influencent-ils la construction des identités et des subjectivités des étudiants? Comment les discours sur la race, comme la daltonisation, influencent-ils les pratiques en classe, les interventions éducatives et la participation des parents? Comment les enseignants peuvent-ils transformer le statu quo? Chaque chapitre est fondé sur la théorie et fournit des implications pour la pratique engagée. Les sujets couvrent un large éventail de thèmes qui émergent de divers contextes pédagogiques. Les auteurs de diverses origines raciales/ethniques/culturelles et de divers lieux géopolitiques comprennent des chercheurs établis et débutants dans le domaine, ce qui rend le contenu dynamique et stimulant. Questions préparatoires et questions de discussion dans chaque chapitre facilitent la compréhension et encouragent le dialogue."
650 5 _aEnglish language
_xStudy and teaching as a second language
_xSocial aspects.
650 0 _aSecond language acquisition
_xSocial aspects.
650 0 _aDiscrimination in education.
650 0 _aEthnicity.
700 1 _aKubota, Ryuko
700 1 _aLin, Angel
856 _uhttps://www.routledge.com/Race-Culture-and-Identities-in-Second-Language-Education-Exploring-Critically/Kubota-Lin/p/book/9780415995078
_zPublisher's Website.
856 _uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/5lqjs2/alma991044873997605161
_zCheck the UO Library catalog.
942 _2z
_cBK