Teaching World Languages in Middle and Secondary Schools
A Critical Introduction
Will be published approx. on 25. November 2025
Book
Paperback/Softback
624 pages
978-1-83708-973-4 (ISBN)
Description
Teaching World Languages in Middle and Secondary Schools: A Critical Introduction is an introductory textbook for teacher education candidates, at either the undergraduate or graduate levels, who are seeking certification to teach a world/foreign language. It might also be used as a methods textbook in programs preparing teachers to work with English Language Learners (ELLs) in public school contexts. There is a growing shortage of world language teachers in the United States, and the market for such educators is likely to increase dramatically in the years ahead. Currently, only about 20% of US students study a language other than English, although this may change if more individuals are prepared to teach world languages. This book stands out from most world language education methodology books by combining ideas, concepts, and practices from two traditions in the world language education literature that rarely overlap: the technical skills and knowledge needed to be an effective and competent classroom teacher, and the growing literature on critical pedagogy in the specific context of world language education.
More details
Language
English
Place of publication
Bingley
United Kingdom
Target group
Professional and scholarly
College/higher education
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 33 mm
ISBN-13
978-1-83708-973-4 (9781837089734)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Timothy Reagan is Professor of World Language Education in the College of Education and Human Development at the University of Maine.
Terry A. Osborn, Ph.D., is Professor of Education at the University of South Florida.
Terry A. Osborn, Ph.D., is Professor of Education at the University of South Florida.
Content
Chapter 1. 'English is all I need': Teaching World Languages in the United States
Chapter 2. 'I took it in high school, but didn't learn anything': The Failure of World Language Education in the United States
Chapter 3. 'Like a dog chasing its tail': Language, Languages, and Linguistics
Chapter 4. 'But is it a real language?': Linguistic Legitimacy and the World Language Teacher
Chapter 5. 'Spanish to God, Italian to women, French to men, and German to my horse': An Overview of Language Acquisition
Chapter 6. 'Repita, por favor: Traditional Methodologies for Teaching World Languages
Chapter 7. 'No perfect lesson': Reflective Practice, Critical Pedagogy and World Language Education
Chapter 8. 'Let's get on the same page': The Curriculum and the ACTFL Standards
Chapter 9. 'The best laid plans of mice and men': Designing Units and Lessons for the World Language Classroom
Chapter 10. 'Like trying to find a black cat in a dark room': The Role of Grammar in World Language Education
Chapter 11. 'The world was hers for the reading': Literature in the World Language Classroom
Chapter 12. 'The Pinata of Discovery': Culture in the World Language Classroom
Chapter 13. 'Cave lector, Latina et Graeca vivunt!': The Unique Challenges of Teaching the Classical Languages
Chapter 14. 'A language in its own right': American Sign Language and World Language Education
Chapter 15. 'Languages that no one speaks but a great conversation starter': The Pedagogical Uses and Value of Language Construction
Chapter 16. Changing the World: Go Forth and Teach!
Chapter 2. 'I took it in high school, but didn't learn anything': The Failure of World Language Education in the United States
Chapter 3. 'Like a dog chasing its tail': Language, Languages, and Linguistics
Chapter 4. 'But is it a real language?': Linguistic Legitimacy and the World Language Teacher
Chapter 5. 'Spanish to God, Italian to women, French to men, and German to my horse': An Overview of Language Acquisition
Chapter 6. 'Repita, por favor: Traditional Methodologies for Teaching World Languages
Chapter 7. 'No perfect lesson': Reflective Practice, Critical Pedagogy and World Language Education
Chapter 8. 'Let's get on the same page': The Curriculum and the ACTFL Standards
Chapter 9. 'The best laid plans of mice and men': Designing Units and Lessons for the World Language Classroom
Chapter 10. 'Like trying to find a black cat in a dark room': The Role of Grammar in World Language Education
Chapter 11. 'The world was hers for the reading': Literature in the World Language Classroom
Chapter 12. 'The Pinata of Discovery': Culture in the World Language Classroom
Chapter 13. 'Cave lector, Latina et Graeca vivunt!': The Unique Challenges of Teaching the Classical Languages
Chapter 14. 'A language in its own right': American Sign Language and World Language Education
Chapter 15. 'Languages that no one speaks but a great conversation starter': The Pedagogical Uses and Value of Language Construction
Chapter 16. Changing the World: Go Forth and Teach!