Latin America Writes Back : Praxiologies in Language Education.

Format:

Book

Contributor:

de Paula, Karina Oliveira de, editor.

Tonelli, Juliana Reichert Assuncao, editor.

Egido, Alex Alves, editor.

Language:

English

Subjects (All):

Critical pedagogy.

Education--Latin America.

Education.

Praxeology.

Physical Description:

1 online resource (225 pages)

Edition:

1st ed.

Distribution:

New York : Bloomsbury Publishing (US), 2025.

Place of Publication:

London : Bloomsbury Academic, 2025.

System Details:

text file rdaft

Summary:

This book unveils the harmful impacts of outside cultures imposed on local educators and presents, in a culturally sensitive manner, praxiologies that are nurtured in Latin American language education classrooms.

Contents:

Cover

Half Title

Title Page

Copyright Page

Contents

ForewordCalling for Critical Praxis across the Americas

Writing Back as Critical Praxis

Writing Back as Productive Praxis

A Possible Path Forward: Critical American Language Praxis

Introduction

Part I: Latin America and Language Teaching in Early Childhood

Chapter 1: Ideological Clarity for English Language Teachers in Paraguay

The Study

Methodology

Findings

Topic No. 1: Teaching Methods

Topic No. 2: Bilingualism in the Classroom

Topic 3: Error Correction

Topic 4: Using a Variety of Resources and Materials

Topic 5: Challenges Teaching English in Paraguay

Limitations and Recommendations

Chapter 2: The National English Program in Mexico: Perspectives from EFL Young Learner Language Teachers

Literature Review

English Language Teaching in Mexico

English Language Program Evaluation

English Language Program Evaluation in Mexico

Participants

Data Collection Instruments

Consent Form and Sociodemographic Questionnaire

Focus Group

Data Collection Procedures

Phase 1

Phase 2

Phase 3

Data Analysis

Results

Students

Characteristics of Family Environment

English Program PRONI

Objectives of the PRONI

Characteristics del PRONI

Teaching Materials

Textbooks

Technological Resources

Learning Environment

Working Environment Teachers-Authorities

Learning Environment with Students

Discussion

Conclusion

Appendix A: English Teacher Focus Group Protocol

Aspectos sociodemográficos del participante

Características de sus estudiantes

Características del programa

Características de los Materiales y Equipo

Características del ambiente de aprendizaje

Preguntas adicionales

Comentarios Finales.

Chapter 3: "We Don't Need Another Hero": Valuing Ongoing Local Praxiologies in the Teaching of English to (Very) Young Learners in Brazil

Looking for Heroes and Their Capes

Do We Need Another Hero After All?

The TEYL Public School Teachers: The Real Heroes, the Actual Policymakers

Final Remarks

Part II: Latin America and Language Teaching in English Teachers' Education

Chapter 4: Teaching as Identity Performance

Background

Context and Participants

Data Collection and Analysis

Involvement of the Researcher

Aspiring Teachers' Concerns: Fear and Liberation

Using Reflection to Make Sense of Performance

Building Professional Identity through Engaging in Reflection

Pedagogical

Institutional

Linguistic

Professional

Conclusions and Implications for Further Research

Chapter 5: Language Teaching and Other Pedagogies in the Context of Migration and Refugee Situations in Brazil: The Role of Civil Society Organizations

Brief Considerations about Civil Society Institutions and Their Importance in the Brazilian Context

Civil Society organizations and Their Contributions to Language Education in the Context

CAMI-Centro de apoio e pastoral do migrante

Círculos de Hospitalidade

Compassiva

Educação Sem Fronteiras (ESF)8

Instituto Adus10

Missão Paz11

Programa de Apoio para a Recolocação dos Refugiados (PARR)12

Chapter 6: Breaking Silences: Poetic Reflections on Liberation in the Brazilian American Classroom

Collection of Poems

An American Sentence Triptych

Chapter 7: The Education of English Teachers in Brazil: Transforming a Foreign Language into an Object of Knowledge and of Critical Reflection.

A Contrasting View of the Cartography of English Teacher Undergraduate Courses in Brazil

Contextualizing Our Experiences and Field of Work in English Teacher Education Courses in Brazil: The Beginning of a Research Path

The Education of English Language Teachers in Brazil: A Focus on the Subjective Aspects Implicit in the Development of Skills and Professional Competencies

Some Portraits of Brazil's Linguistic Imaginary: Colonialisms and Founding Beliefs of Teaching and Learning Languages in the Former Colony of the Portuguese Empire

For a Linguistic Change That Transforms Foreign Languages into Objects of Knowledge and Critical Reflection

Chapter 8: Universities, Teacher Education Programs, and Coloniality in Latin America: The Need for Disruption and Alteration in Research

Historical Overview of Universities in Latin America

Latin American Teacher Education Programs

Uncovering Coloniality in Latin American Universities and Teacher Education Programs

Questioning Colonization in Knowledge Production in Latin American Universities and Teacher Education Programs

Advocating for Disruption and Alteration in Research in Latin American Universities and Teacher Education Programs

Chapter 9: Deconstructing the Curriculum: A Postmodern Critique of Language Teacher Education Programs in Ecuador

Theoretical Framework

Postmodernism

Postmodernism in Education

Postmodernism in Language Teaching

Curriculum Deconstruction and Technological Literacies

Deconstructing Language Curriculum

Methodology in Action

Program Philosophy's Alignment with ICT in Education

What Is Beyond Programs' Narratives?

Curriculum and Assessment

Pedagogical Approaches

Technological Tools and Resources

Professional Development

Collaboration and Communication.

Recommendations for Curriculum Improvement

Contributors

Editors

Index.

ISBN:

1-9787-4767-5

1-9787-6978-4

979-82-16-20139-7

9781978769786

OCLC:

1545642692