The Routledge Handbook of the Sociopolitical Context of Language Learning
1st Edition
Published on 11. March 2025
Book
Hardback
548 pages
978-1-032-50361-5 (ISBN)
Description
The Routledge Handbook of the Sociopolitical Context of Language Learning is a compelling examination of how language education must adapt to our rapidly changing world. This book explores the need for a fresh perspective on language learning, moving beyond traditional methods to address the complexities of today's global landscape. It delves into the impact of geopolitical shifts, cultural exchanges, and social justice issues on language education.
The book offers a blend of theoretical insights and practical approaches, highlighting how language learning intersects with global politics and cultural diversity. It examines case studies from various countries, including Ukraine and Oman, to reveal how language policies and practices are evolving in response to contemporary challenges. By integrating themes of identity, equity, and intercultural understanding, the book presents groundbreaking content that pushes for more inclusive and effective language education.
Ideal for educators, policymakers, and anyone interested in the future of language learning, this book provides valuable perspectives on how to rethink and redesign language education to better serve a diverse and interconnected world. It offers practical strategies and thought-provoking analyses, making it an essential resource for navigating the complexities of modern language teaching and learning.
Chapter 1 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.
Chapter 19 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.
The book offers a blend of theoretical insights and practical approaches, highlighting how language learning intersects with global politics and cultural diversity. It examines case studies from various countries, including Ukraine and Oman, to reveal how language policies and practices are evolving in response to contemporary challenges. By integrating themes of identity, equity, and intercultural understanding, the book presents groundbreaking content that pushes for more inclusive and effective language education.
Ideal for educators, policymakers, and anyone interested in the future of language learning, this book provides valuable perspectives on how to rethink and redesign language education to better serve a diverse and interconnected world. It offers practical strategies and thought-provoking analyses, making it an essential resource for navigating the complexities of modern language teaching and learning.
Chapter 1 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.
Chapter 19 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Academic and Postgraduate
Illustrations
30 s/w Abbildungen, 14 s/w Photographien bzw. Rasterbilder, 16 s/w Zeichnungen, 49 s/w Tabellen
49 Tables, black and white; 16 Line drawings, black and white; 14 Halftones, black and white; 30 Illustrations, black and white
Dimensions
Height: 250 mm
Width: 175 mm
Thickness: 35 mm
Weight
1160 gr
ISBN-13
978-1-032-50361-5 (9781032503615)
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
Other editions
Additional editions
Weixiao Wei | Der-lin Chao
The Routledge Handbook of the Sociopolitical Context of Language Learning
Book
approx. 07/2026
1st Edition
Routledge
€63.50
Not yet published
Weixiao Wei | Der-lin Chao
The Routledge Handbook of the Sociopolitical Context of Language Learning
E-Book
03/2025
1st Edition
Routledge
€63.49
Available for download
Weixiao Wei | Der-lin Chao
The Routledge Handbook of the Sociopolitical Context of Language Learning
E-Book
03/2025
1st Edition
Routledge
€63.49
Available for download
Persons
Weixiao Wei is the author of three monographs: An Overview of Chinese Translation Studies at the Beginning of the 21st Century (2019), The History of Chinese Rhetoric (2022), and A Notional Analysis of Chinese Academic Discourse on China (2023). She has also served as editor or co-editor for three Routledge volumes: The Routledge Handbook of Chinese Studies (2021), China's Contemporary Image and Rhetoric Practice (2022) and The Routledge Handbook of Descriptive Rhetorical Studies and World Language (2023). Her recent projects include two forthcoming handbooks, set for publication in 2025: The Routledge Handbook of Endangered and Minority Languages and The Routledge Handbook of the Sociopolitical Context of Language Learning. Weixiao's research and teaching focus on English rhetoric and composition, and she is currently pursuing a PhD at the University of Houston.
Der-lin Chao is Professor and Head of the Chinese BA in Language, Literature, and Translation and leads the MA in the Teaching of Chinese at Hunter College, City University of New York. She devotes herself to language program pedagogy, design, and evaluation; development of technology and web-based instructional materials; teacher education; proficiency-based language education; and the history of Chinese language instruction. In addition, she is thoroughly invested in developing extra-collegiate Chinese educational initiatives, including K-12 Chinese curriculum development and enhancement with partner schools throughout the New York City area.
Der-lin Chao is Professor and Head of the Chinese BA in Language, Literature, and Translation and leads the MA in the Teaching of Chinese at Hunter College, City University of New York. She devotes herself to language program pedagogy, design, and evaluation; development of technology and web-based instructional materials; teacher education; proficiency-based language education; and the history of Chinese language instruction. In addition, she is thoroughly invested in developing extra-collegiate Chinese educational initiatives, including K-12 Chinese curriculum development and enhancement with partner schools throughout the New York City area.
Content
Introduction
Section I: The New Sociopolitical Contexts of Language Learning
1. Present and Future of the Ukrainian Language Teaching and Ukrainian Studies in Europe
2. Revisiting the Influence of Linguistic Hegemony in Oman: The Choice of English as a Medium of Instruction
3. Does Thailand's English Language Education Reflect Thainess? The Case of a Thai Ideology in English Language Learning
4. Language Education Ideologies in Pakistani |Education Policies and Newspapers: Ecology of Languages or Diffusion of English Paradigm?
5. The CEFR and English Language Curriculum Reform in Vietnamese Higher Education: Tensions in Teacher Agency
6. Exploring Intercultural Dynamics in CFL: Experiences of International Students in Chinese Higher Education
7. The Globalization of the Korean Language in the Context of South Korea-China Relations
Section II: Language Learning and Teaching as Advocacy and Social Justice
8. New Dogma for a Dogma-Averse Age: A Fantasy-Theme Analysis of Pedagogy of the Oppressed
9. Teacher Candidates' Perspectives on Addressing Social Justice in English Language and Literature Classes through Critical Pedagogy
10. Bilingual Education Research in the U.S.: A Critical Analysis of School Choice and Neoliberal Ideologies in Dual Language Programs
11. Implementing Sustainable Education Through Project-based Learning: A Case Study of L2 Instruction in Tunisia
12. Negotiating Multilingual Language Education Through a Democratic All-stakeholder Discussion in Cambodian Universities: The Teaching of Less-Learned Languages Other Than English
13. Learning the Language of Gender and Feminism in Postcommunist Countries of Central and Eastern Europe
14. Foreign Language Learning in a Welfare Linguistics Framework: The Case of Japanese
Section III: Ideology, Identity, and Language Politics
15. Creating an Enemy as a Feature of Ideological Discourse: The Case of Contemporary Russian Power in Relation to Ukraine
16. Language Ideologies and Politics of Language in Education in Southeast Asia
17. Ideology, Language, and Education: The Linguistic Mechanism of Ideology and Its Transformation
18. Learning from Totalitarianism: The Inculcation of Ideology through Language
19. International Students and Neoliberal English-Medium Higher Education: Contextualizing the Impact of Race and Language Ideologies
20. Western Language Ideology and Saudi English Identity
21. The Seesaw of Using Cantonese or Putonghua as the Medium of Instruction for Teaching the Chinese Language Subject in Post-colonial Hong Kong Context: A Storm in a Teacup?
22. Linguistic Characteristics and Strategies of Charismatic Speakers: A Critical Discourse Analysis of Han Kuo-yu's Political Speeches
23. Limits of Anthropocentrism: Representation of Environmental Ecology in English Textbooks in Pakistan
Section IV: Innovative Approaches in Language Learning and Teaching in the New Global Context
24. Towards Equitable, Diverse and Inclusive Language Models in AI-enhanced Education Technology for Language Learners
25. Developing Critical Awareness and Regaining Personal Agency: Autonomous Language Learning as a Personal Liberating Process
26. Learning Portuguese in the Context of Climate Change and The Amazon
27. Adaptive Learning Methods in Speech-Language Pathology: A Case Study Exploration of Transformative Practices in the Post-Covid Era
28. Technology-enhanced Scenario-based Reading Assessment of Pre-service English Teachers
29. Linguistic Landscapes as a Pedagogical Tool to Promote Global Citizenship Skills: Envisioning the Role of Service Learning
30. Assessment of Academic Writing for Undergraduate Nursing Students During COVID-19
31. Going Beyond War Metaphors: An Educational Intervention About Framing Global Issues
Section I: The New Sociopolitical Contexts of Language Learning
1. Present and Future of the Ukrainian Language Teaching and Ukrainian Studies in Europe
2. Revisiting the Influence of Linguistic Hegemony in Oman: The Choice of English as a Medium of Instruction
3. Does Thailand's English Language Education Reflect Thainess? The Case of a Thai Ideology in English Language Learning
4. Language Education Ideologies in Pakistani |Education Policies and Newspapers: Ecology of Languages or Diffusion of English Paradigm?
5. The CEFR and English Language Curriculum Reform in Vietnamese Higher Education: Tensions in Teacher Agency
6. Exploring Intercultural Dynamics in CFL: Experiences of International Students in Chinese Higher Education
7. The Globalization of the Korean Language in the Context of South Korea-China Relations
Section II: Language Learning and Teaching as Advocacy and Social Justice
8. New Dogma for a Dogma-Averse Age: A Fantasy-Theme Analysis of Pedagogy of the Oppressed
9. Teacher Candidates' Perspectives on Addressing Social Justice in English Language and Literature Classes through Critical Pedagogy
10. Bilingual Education Research in the U.S.: A Critical Analysis of School Choice and Neoliberal Ideologies in Dual Language Programs
11. Implementing Sustainable Education Through Project-based Learning: A Case Study of L2 Instruction in Tunisia
12. Negotiating Multilingual Language Education Through a Democratic All-stakeholder Discussion in Cambodian Universities: The Teaching of Less-Learned Languages Other Than English
13. Learning the Language of Gender and Feminism in Postcommunist Countries of Central and Eastern Europe
14. Foreign Language Learning in a Welfare Linguistics Framework: The Case of Japanese
Section III: Ideology, Identity, and Language Politics
15. Creating an Enemy as a Feature of Ideological Discourse: The Case of Contemporary Russian Power in Relation to Ukraine
16. Language Ideologies and Politics of Language in Education in Southeast Asia
17. Ideology, Language, and Education: The Linguistic Mechanism of Ideology and Its Transformation
18. Learning from Totalitarianism: The Inculcation of Ideology through Language
19. International Students and Neoliberal English-Medium Higher Education: Contextualizing the Impact of Race and Language Ideologies
20. Western Language Ideology and Saudi English Identity
21. The Seesaw of Using Cantonese or Putonghua as the Medium of Instruction for Teaching the Chinese Language Subject in Post-colonial Hong Kong Context: A Storm in a Teacup?
22. Linguistic Characteristics and Strategies of Charismatic Speakers: A Critical Discourse Analysis of Han Kuo-yu's Political Speeches
23. Limits of Anthropocentrism: Representation of Environmental Ecology in English Textbooks in Pakistan
Section IV: Innovative Approaches in Language Learning and Teaching in the New Global Context
24. Towards Equitable, Diverse and Inclusive Language Models in AI-enhanced Education Technology for Language Learners
25. Developing Critical Awareness and Regaining Personal Agency: Autonomous Language Learning as a Personal Liberating Process
26. Learning Portuguese in the Context of Climate Change and The Amazon
27. Adaptive Learning Methods in Speech-Language Pathology: A Case Study Exploration of Transformative Practices in the Post-Covid Era
28. Technology-enhanced Scenario-based Reading Assessment of Pre-service English Teachers
29. Linguistic Landscapes as a Pedagogical Tool to Promote Global Citizenship Skills: Envisioning the Role of Service Learning
30. Assessment of Academic Writing for Undergraduate Nursing Students During COVID-19
31. Going Beyond War Metaphors: An Educational Intervention About Framing Global Issues