Derek Hird is Senior Lecturer in Chinese Studies at Lancaster University, UK.

This edited volume urges us to engage with the liberatory and transformative potential of languages education and to actively reimagine our practice from critical, social justice and decolonizing perspectives. The carefully curated collection of chapters is underpinned by a diverse range of theoretical and conceptual frameworks as well as practical, polyphonic examples of classroom practice across sectors and geographical contexts. This compelling volume is essential reading for pre- and in-service language teachers and teacher trainers as well as researchers passionate about the enactment of critical language pedagogies.

• Introduction: What is Critical Modern Languages Education? Derek Hird (Lancaster University, UK)Part I: Interculturality, Decolonization, and Decanonization1. Existential Literacy: Promoting the Culture of the Dignity of all Languages in Modern Languages Classroom, David Balosa (Independent Scholar)2. English Teaching in the Global South: Interculturality, Postcoloniality and Critical Pedagogy, Hamza R’boul (Education University of Hong Kong, Hong Kong)3. Pedagogical Stylistics and World Literature in English in Upper Secondary Schools, Isabella Marinaro (Sapienza University of Rome, Italy)Part II: Multilingualism, Translingualism and Linguistic Diversity 4. From Babble to Babel: Engaging Linguistic Diversity in the College Classroom at Home and Abroad, Lucile Duperron (Dickinson College, USA)5. Bridging Languages, Bridging Cultures: AFL Learners’ Translingual Journeys, Sahar Alshobaki (Roehampton University, UK)Part III: Beyond Stereotypes and Discrimination6. Modern Language Pedagogy Beyond Sombreros and Toreros, Candace Skibba (Carnegie Mellon University, USA)7. Third-Person Pronouns, Gender and the Han Gaze in the Chinese Modern Languages Classroom, Derek Hird (Lancaster University, UK) 8. On Facing Racism in ELT: Black Teachers and Racially Relevant Pedagogies in Discussion, Gabriel Nascimento (Federal University of Southern Bahia, Brazil)Part IV: Textbook Discourses9. The First Encounter: Representations of Gender and LGBTQ+ in Textbooks for Learners of Dutch and Swedish as a Foreign Language, Josef Wikström (Comenius University, Slovakia) and Juul Wolters (Independent Scholar)10. “For us foreigners, licking your fingers clean is a good habit”: On Learning Chinese and Learning about Discourse from Chinese-Language Textbooks, Séagh Kehoe, Paul Kendall and Gerda Wielander (University of Westminster, UK)Part V: Teacher Education 11. Translanguaging in Austrian Primary Teacher Education, Theresa Guczogi (University College of Teacher Education Vienna/Krems, Austria)12. Learning Language in All Subjects - The Key for More Equal Opportunities: A Mixed Methods Study on the Concept of Sprachliche Bildung (Integrative Language Learning) in Primary Schools in Vienna and Lower Austria, Golriz Gilak (University College of Teacher Education Vienna/Krems, Austria)13. English for Creative Resistance: Critical Pedagogy in a Teacher Education Programme in Palestine, Maria Grazia Imperiale (University of Glasgow, UK)Index

Derek Hird is Senior Lecturer in Chinese Studies at Lancaster University, UK.

This edited volume urges us to engage with the liberatory and transformative potential of languages education and to actively reimagine our practice from critical, social justice and decolonizing perspectives. The carefully curated collection of chapters is underpinned by a diverse range of theoretical and conceptual frameworks as well as practical, polyphonic examples of classroom practice across sectors and geographical contexts. This compelling volume is essential reading for pre- and in-service language teachers and teacher trainers as well as researchers passionate about the enactment of critical language pedagogies.

• Introduction: What is Critical Modern Languages Education? Derek Hird (Lancaster University, UK)Part I: Interculturality, Decolonization, and Decanonization1. Existential Literacy: Promoting the Culture of the Dignity of all Languages in Modern Languages Classroom, David Balosa (Independent Scholar)2. English Teaching in the Global South: Interculturality, Postcoloniality and Critical Pedagogy, Hamza R’boul (Education University of Hong Kong, Hong Kong)3. Pedagogical Stylistics and World Literature in English in Upper Secondary Schools, Isabella Marinaro (Sapienza University of Rome, Italy)Part II: Multilingualism, Translingualism and Linguistic Diversity 4. From Babble to Babel: Engaging Linguistic Diversity in the College Classroom at Home and Abroad, Lucile Duperron (Dickinson College, USA)5. Bridging Languages, Bridging Cultures: AFL Learners’ Translingual Journeys, Sahar Alshobaki (Roehampton University, UK)Part III: Beyond Stereotypes and Discrimination6. Modern Language Pedagogy Beyond Sombreros and Toreros, Candace Skibba (Carnegie Mellon University, USA)7. Third-Person Pronouns, Gender and the Han Gaze in the Chinese Modern Languages Classroom, Derek Hird (Lancaster University, UK) 8. On Facing Racism in ELT: Black Teachers and Racially Relevant Pedagogies in Discussion, Gabriel Nascimento (Federal University of Southern Bahia, Brazil)Part IV: Textbook Discourses9. The First Encounter: Representations of Gender and LGBTQ+ in Textbooks for Learners of Dutch and Swedish as a Foreign Language, Josef Wikström (Comenius University, Slovakia) and Juul Wolters (Independent Scholar)10. “For us foreigners, licking your fingers clean is a good habit”: On Learning Chinese and Learning about Discourse from Chinese-Language Textbooks, Séagh Kehoe, Paul Kendall and Gerda Wielander (University of Westminster, UK)Part V: Teacher Education 11. Translanguaging in Austrian Primary Teacher Education, Theresa Guczogi (University College of Teacher Education Vienna/Krems, Austria)12. Learning Language in All Subjects - The Key for More Equal Opportunities: A Mixed Methods Study on the Concept of Sprachliche Bildung (Integrative Language Learning) in Primary Schools in Vienna and Lower Austria, Golriz Gilak (University College of Teacher Education Vienna/Krems, Austria)13. English for Creative Resistance: Critical Pedagogy in a Teacher Education Programme in Palestine, Maria Grazia Imperiale (University of Glasgow, UK)Index

Derek Hird is Senior Lecturer in Chinese Studies at Lancaster University, UK.

This edited volume urges us to engage with the liberatory and transformative potential of languages education and to actively reimagine our practice from critical, social justice and decolonizing perspectives. The carefully curated collection of chapters is underpinned by a diverse range of theoretical and conceptual frameworks as well as practical, polyphonic examples of classroom practice across sectors and geographical contexts. This compelling volume is essential reading for pre- and in-service language teachers and teacher trainers as well as researchers passionate about the enactment of critical language pedagogies.

• Introduction: What is Critical Modern Languages Education? Derek Hird (Lancaster University, UK)Part I: Interculturality, Decolonization, and Decanonization1. Existential Literacy: Promoting the Culture of the Dignity of all Languages in Modern Languages Classroom, David Balosa (Independent Scholar)2. English Teaching in the Global South: Interculturality, Postcoloniality and Critical Pedagogy, Hamza R’boul (Education University of Hong Kong, Hong Kong)3. Pedagogical Stylistics and World Literature in English in Upper Secondary Schools, Isabella Marinaro (Sapienza University of Rome, Italy)Part II: Multilingualism, Translingualism and Linguistic Diversity 4. From Babble to Babel: Engaging Linguistic Diversity in the College Classroom at Home and Abroad, Lucile Duperron (Dickinson College, USA)5. Bridging Languages, Bridging Cultures: AFL Learners’ Translingual Journeys, Sahar Alshobaki (Roehampton University, UK)Part III: Beyond Stereotypes and Discrimination6. Modern Language Pedagogy Beyond Sombreros and Toreros, Candace Skibba (Carnegie Mellon University, USA)7. Third-Person Pronouns, Gender and the Han Gaze in the Chinese Modern Languages Classroom, Derek Hird (Lancaster University, UK) 8. On Facing Racism in ELT: Black Teachers and Racially Relevant Pedagogies in Discussion, Gabriel Nascimento (Federal University of Southern Bahia, Brazil)Part IV: Textbook Discourses9. The First Encounter: Representations of Gender and LGBTQ+ in Textbooks for Learners of Dutch and Swedish as a Foreign Language, Josef Wikström (Comenius University, Slovakia) and Juul Wolters (Independent Scholar)10. “For us foreigners, licking your fingers clean is a good habit”: On Learning Chinese and Learning about Discourse from Chinese-Language Textbooks, Séagh Kehoe, Paul Kendall and Gerda Wielander (University of Westminster, UK)Part V: Teacher Education 11. Translanguaging in Austrian Primary Teacher Education, Theresa Guczogi (University College of Teacher Education Vienna/Krems, Austria)12. Learning Language in All Subjects - The Key for More Equal Opportunities: A Mixed Methods Study on the Concept of Sprachliche Bildung (Integrative Language Learning) in Primary Schools in Vienna and Lower Austria, Golriz Gilak (University College of Teacher Education Vienna/Krems, Austria)13. English for Creative Resistance: Critical Pedagogy in a Teacher Education Programme in Palestine, Maria Grazia Imperiale (University of Glasgow, UK)Index