Angel M.Y. Lin – författare

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.

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.

The dominance of commercial AI in education has created a paradox: while these tools promise transformation, they perpetuate dependency, financial barriers, and environmental unsustainability. This Element challenges the 'technical mystique', the misconception that AI development requires expertise beyond educators' reach, and demonstrates how teachers can become creators rather than consumers of educational technology. The authors chronicle their transformation from linguists and educators to AI developers without formal computer science training, illustrating how the technical barriers educators face are often more perceived than real. Through detailed case studies, including an AI-assisted Dialogue System (ADS) for multilingual nurse-patient training and assessment, they demonstrate how teachers can leverage AI coding assistants, browser-based models, and open-source resources to develop pedagogically tailored applications. This title is also available as open access on Cambridge Core.

The dominance of commercial AI in education has created a paradox: while these tools promise transformation, they perpetuate dependency, financial barriers, and environmental unsustainability. This Element challenges the 'technical mystique', the misconception that AI development requires expertise beyond educators' reach, and demonstrates how teachers can become creators rather than consumers of educational technology. The authors chronicle their transformation from linguists and educators to AI developers without formal computer science training, illustrating how the technical barriers educators face are often more perceived than real. Through detailed case studies, including an AI-assisted Dialogue System (ADS) for multilingual nurse-patient training and assessment, they demonstrate how teachers can leverage AI coding assistants, browser-based models, and open-source resources to develop pedagogically tailored applications. This title is also available as open access on Cambridge Core.

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.

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.

This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories.  It presents an accessible “meta-language” (i.e. a language for talking about language) that is workable and usable for teachers and researchers from both language and content backgrounds, thus facilitating collaboration across content and language subject panels. Chapters 1 to 3 lay the theoretical foundation of this common meta-language by critically reviewing, systematically presenting and integrating key theoretical resources for teachers and researchers in this field.  In turn, Chapters 4 to 7 focus on issues in pedagogy and assessment, and on school-based approaches to LAC and CLIL, drawing on both research studies and the experiences of front-line teachers and school administrators.  Chapter 8 provides a critical and reflexive angle on the field by asking difficult questions regarding how LAC and CLIL areoften situated in contexts characterized by inequality of access to the linguistic and cultural capitals, where the local languages of the students are usually neglected or viewed unfavourably in relation to the L2 in mainstream society, and where teachers are usually positioned as recipients of knowledge rather than makers of knowledge. In closing, Chapter 9 reviews the state of the art in the field and proposes directions for future inquiry.