This book examines how foreign language speakers establish and maintain social and transactional relationships in their target language, and how pedagogic intervention can help learners implement practices that will allow them to participate and react in both socially acceptable and individualistically empowering ways. Arguing that ‘doing’ foreign-language politeness and culture does not simply involve the indiscriminate and uncritical adoption and implementation of target-language patterns and practices, the author advocates instead for active, judicious and even critical social action. As such, the book presents a dynamic and vibrant dimension to target language politeness and cultural practices, demonstrating that raising learners’ critical language awareness in identifying productive communicative resources and assets can lead to successful interpersonal and transactional communication. Building on this notion of a ‘positive’ pedagogy, Halliday’s model of ideational, interpersonal and textual is utilised as a framework for exploring how foreign language users can approach target language politeness in terms of prosocial, interpersonal and contested politeness, with reference to a study of Mexican speakers of English as a foreign language. Heightening awareness of foreign language politeness patterns and practices, as well as presenting knowledge and resources for overcoming challenges and accentuating benefits of a nuanced learning scheme for politeness in foreign language, this book will appeal to language educators, researchers and bilingual speakers. It will also benefit those working across pragmatics, sociolinguistics, TESOL, cultural studies.

This book examines the fundamental interactional dimension to foreign language communication, including the establishment, development, consolidation and maintenance of interpersonal relations. It argues that interpersonal language use such as small talk, casual conversation and gossipy talk is not only key to meaningful and productive communication but that it is an essential dimension with respect to successful foreign language interaction and that engaging in interpersonal language is communicatively valuable and worthwhile in its own right. Crucially, it explores how teaching and learning can utilize the role of social talk and relational engagement in helping interactants to express, voice and convey their own values, attitudes and beliefs. Finally, it develops a critical relational pedagogy focused on language speakers’ needs, objectives and desires. Redressing the imbalance between transactional and interactional language teaching, and stressing the importance of phatic and relational language use in helping language users achieve their communicative goals, it will appeal to researchers, postgraduates, and scholars in the fields of education and linguistics.

Family Storytelling as Authentic Pedagogy explores the use of family storytelling as a culturally responsible pedagogy for teacher candidates. Drawing on insights from a 10-year storytelling project utilizing the Chautauqua form of storytelling, it documents and describes a writing workshop process from the perspectives of teacher candidates acting in the role of storytelling and literacy coaches. It thereby showcases how Chautauqua storytelling can be used as an effective pedagogic strategy to recognize, value, and validate students’ lived experiences and advocates the teaching of Language Arts as experiential and authentic learning, which draws from the multicultural and multilingual perspectives of students. Serving as a resource for both researchers and pre- and in-service educators, it will appeal to scholars and practitioners with interests in literacy education, culturally responsive pedagogy, culturally relevant pedagogy, culturally sustaining pedagogy, critical pedagogy, critical race theory, liberatory pedagogy, storytelling arts, and Language Arts.

Teaching with Dystopian Text propounds an exchange of spatial to pedagogical practices centered around “Orwellian Spaces,” signaling a new utility for teaching with dystopian texts in secondary education. The volume details the urgency of dystopian texts for secondary students, providing theoretical frameworks, classroom examples and practical research. The function of dystopian texts, such as George Orwell’s 1984, as social and political critique is demonstrated as central to their power. Teaching with Dystopian Text: Exploring Orwellian Spaces for Student Empowerment and Resilience makes a case that dystopian texts can be instrumental in the transfer of spatial practices to pedagogical practices. Pedagogical application creates links between the text and the student through defamiliarization, connecting the student to practices of resistance in the space of the classroom. The volume also addresses the challenges of teaching dystopian text in a dystopian educational climate including the COVID-19 lockdown. In addition to appealing to scholars and researchers of literacy education, language education and dystopian text, this book will also be a powerful yet accessible resource for secondary teachers as they address dystopian concerns with students in the complicated twenty-first century.

This book addresses the ways in which literacy skills, including both reading and writing instruction, are introduced, reinforced, reviewed, and refined in a sports or physical education setting. While there has been significant research that highlights the academic benefits of sports participation and the use of sports programming and units for literacy instruction in the classroom, there is limited research regarding the literacy practices that occur as a direct part of sports participation. This book addresses this crucial gap in the scholarship. The argument presented in this manuscript contends that a number of literacy skills and competencies are taught in and through a number of sports programs and explores how they are effectively and naturally integrated into structured athletics/sports programming. Addressing engagement with literacy skills and competencies in a unique setting, it provides a new lens from which readers can view reading and writing. This book will be of critical interest to scholars and researchers with interests in literacy education and sports education, as well as instructional coaches, sports coaches, literacy educators, health and physical education teachers, middle and secondary educators, and administrators.

This book explores the transformative power of critical literacy in fostering youth engagement through university-community partnerships. It is based on a six-year study by The Literacy and Community Initiative (LCI) at North Carolina State University. This book examines the potential, possibilities, and challenges of using critical literacy in university-community partnerships to amplify youth voices. Through the LCI program, youth in four community-based organizations completed a critical literacy curriculum, published their writings in a book, and participated in public readings to engage and lead their communities. The authors draw on data from semi-structured individual interviews, focus groups, youth narratives, and socio-emotional surveys across four unique youth populations. The youth populations involved collaborations with youth of color in urban communities, Latine immigrant and second-generation youth, girls in foster care and high-risk situations, and youth from immigrant and refugee backgrounds. Results of the study suggest that after engaging in the LCI critical literacy program, youth demonstrated improved literacy skills, enhanced social-emotional well-being, and increased community leadership and self-advocacy. Presenting a novel theoretical framework for the effective use of critical literacy to promote positive youth development in conjunction with first-hand insights into the successful development and sustainment of university-community research partnerships, this book ultimately provides a unique insight into how critical literacy and successful university-community partnerships can combine to result in powerful support for underserved culturally and linguistically diverse youth. This book will appeal to scholars, educators, and practitioners with interests in critical literacy, positive youth development studies, and adolescent research.

This book offers critical perspectives on global literacies, connecting research, theory, and practice. An emerging concept in the literacy field, many scholars agree on the need for students to develop global literacies, yet few agree on a widely accepted definition. Based on a synthesis of the literature, the editors formulate a definition of global literacies with four dimensions, including: literacy as a human right in all nations around the world; critical reading and creation of multimodal texts about global issues; intercultural communication and reciprocal collaboration with globally diverse others; and transformative action for social and environmental justice that traverses borders. Taking this shared, proposed definition as a starting point, the chapters then offer contextualized examples of global literacies from K-12 and teacher education classrooms to make explicit links between research and practice. The contributors interact with and interrogate the book’s definition of global literacies using a common framework of critical theory. As such, this book provides both emerging and established scholars with critical frameworks for positioning global literacies in ways that are relevant, dynamic, and forward thinking.

"This book examines how foreign language speakers establish and maintain social and transactional relationships in their target language, and how pedagogic intervention can help learners implement practices that will allow them to participate and react in both socially acceptable and individualistically empowering ways. Arguing that 'doing' foreign-language politeness and culture does not simply involve the indiscriminate and uncritical adoption and implementation of target-language patterns and practices, the author advocates instead for active, judicious and even critical social action. As such, the book presents a dynamic and vibrant dimension to target language politeness and cultural practices, demonstrating that raising learners' critical language awareness in identifying productive communicative resources and assets can lead to successful interpersonal and transactional communication. Building on this notion of a 'positive' pedagogy, Halliday's model of ideational, interpersonal and textual is utilised as a framework for exploring how foreign language users can approach target language politeness in terms of prosocial, interpersonal and contested politeness, with reference to a study of Mexican speakers of English as a foreign language. Heightening awareness of foreign language politeness patterns and practices, as well as presenting knowledge and resources for overcoming challenges and accentuating benefits of a nuanced learning scheme for politeness in foreign language, this book will appeal to language educators, researchers and bilingual speakers. It will also benefit those working across pragmatics, sociolinguistics, TESOL, cultural studies"--

Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.

Pragmatics Pedagogy in English as an International Language aims to bring to light L2 pragmatics instruction and assessment in relation to English as an International Language (EIL). The chapters in this book deal with a range of pedagogically related topics, including the historical interface between L2 pragmatics and EIL, reconceptualization of pragmatic competence in EIL, intercultural dimension of pragmatics pedagogy in EIL, teacher pragmatic awareness of instruction in the context of EIL, pragmatics of politeness in EIL, pragmatic teaching materials for EIL pedagogy, teachers’ and scholars’ perceptions of pragmatics pedagogy in EIL, assessment and assessment criteria in EIL-aware pragmatics, and methods for research into pragmatics in EIL. This book is different from other books about both EIL pedagogy and pragmatics pedagogy. Exploring the interface between different dimensions of pragmatics pedagogy and EIL, it suggests instructional and assessment tasks for EIL-aware pedagogy and directions for research on EIL-based pragmatics pedagogy. Pragmatics Pedagogy in English as an International Language will be useful for a range of readers who have an interest in the pragmatics instruction and assessment of EIL as well as those whose main area of specialization is EIL but would like to know how EIL, with its rich conceptual and empirical background, can go beyond linguistic instruction to embrace the instruction of pragmatic competence.