Alex Alves Egido – författare
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3 produkter
3 produkter
Inbunden, Engelska, 2026
1 086 kr
Skickas inom 10-15 vardagar
In Latin America, and other historically exploited former colonies, people were told to unlearn their language and culture in order to acquire what some privileged voices classify as “valid” or “legitimate” ways of thinking.Throughout history, various teaching approaches and methodologies have emerged, each bringing unique insights to foreign language classrooms all over the world. These methods have played a pivotal role in shaping language pedagogy, enhancing learners' experiences, and fostering communication in an increasingly interconnected world. As societies become aware of the need for cultural inclusivity and equity, educators are recognizing the importance of adopting praxiologies that honor diverse languages and perspectives.In the last couple of years, language educators have seen an unprecedented expansion of discussions related to the questioning of naturalized practices in language education. Nowadays, these questions are the core of language teacher education programs in Latin America. Educators have developed and implemented another way experiencing and assessing language education; one that is not focused on the mere application of predetermined methods and techniques, but that is born from—and sensitive to—the local contexts, and which considers context-dependent struggles, hopes, needs, and agency (or lack thereof). In such a manner, the concept of praxiologies seems to be central, as understood by Paulo Freire as the inseparable connection between action and reflection. In the context of Latin American language education, praxiologies refer to the constant action-reflection that extends beyond the implementation of pre-determined methods and techniques created by those who have never interacted with the local contexts.
Inbunden, Engelska, 2024
1 045 kr
Skickas inom 10-15 vardagar
Applied Linguistics in the Global South: Ethical Human Relations Within and Beyond the Academia emerges from conversations between scholars interested in discussing all the pains, crises, and difficulties on the path to establishing themselves in academia. Through these dialogues, this book creates a space in which applied linguists can exist, feel, relate, think, and research themselves as human, acknowledging bodies that suffer, are moved, co-construct, respect, and are guided by ethics beyond academic life. The editors believe that doing Applied Linguistics in the Global South requires translating words into practice, moving from naturalized epistemological writings to more context sensitive, collaborative ones. This volume encourages ethical human relations, and asks linguists to stand and humbly leave the comfort of their researcher’s desk, aware that they might learn much more than they expected from their own studies, from their students, and from their experiences.
E-bok
Engelska, 20251 177 kr
Läs direkt efter köp
In Latin America, and other historically exploited former colonies, people were told to unlearn their language and culture in order to acquire what some privileged voices classify as "e;valid"e; or "e;legitimate"e; ways of thinking.Throughout history, various teaching approaches and methodologies have emerged, each bringing unique insights to foreign language classrooms all over the world. These methods have played a pivotal role in shaping language pedagogy, enhancing learners' experiences, and fostering communication in an increasingly interconnected world. As societies become aware of the need for cultural inclusivity and equity, educators are recognizing the importance of adopting praxiologies that honor diverse languages and perspectives.In the last couple of years, language educators have seen an unprecedented expansion of discussions related to the questioning of naturalized practices in language education. Nowadays, these questions are the core of language teacher education programs in Latin America. Educators have developed and implemented another way experiencing and assessing language education; one that is not focused on the mere application of predetermined methods and techniques, but that is born from-and sensitive to-the local contexts, and which considers context-dependent struggles, hopes, needs, and agency (or lack thereof). In such a manner, the concept of praxiologies seems to be central, as understood by Paulo Freire as the inseparable connection between action and reflection. In the context of Latin American language education, praxiologies refer to the constant action-reflection that extends beyond the implementation of pre-determined methods and techniques created by those who have never interacted with the local contexts.