A Casebook of Decolonizing Pedagogical Practices for Second Language Teacher Education
Authentic practice for promoting equitable learning environments for all students
Description
There is a compelling call to action for the educational field to develop fair and respectful practices that contribute to a brighter and more inclusive future. This comprehensive collection of case studies is designed to empower educators by providing them with the necessary pedagogical content knowledge, dispositions, and curricular insights to actively decolonize second/world language teaching in K–12 and university contexts. These authentic, problem-based cases shed light on the intricate dynamics present within diverse language learning settings, emphasizing the imperative for decolonizing and inclusive educational practices to support learning for all multilingual learners, including BIPOC, heritage language learners (HLL), SLIFE, refugees, and other L2 communities across ESL, SEI, World Language, Bilingual, and EAP settings. By encouraging readers to engage in critical reflection and praxis, this book fosters a transformative approach to language education that addresses historical injustices and promotes inclusive, anti-racist, and equitable learning environments for all students.
In this book, readers will find:
- practical tools and strategies for promoting awareness and reflexivity and for incorporating decolonizing and inclusive pedagogical practices.
- a rich array of viewpoints that encourages them to explore diverse perspectives within the realm of language education and decolonization.
- authentic, problem-based case studies that prompt critical reflection and a practical application of theoretical concepts.
- insights into navigating the evolving landscape of teaching, with a distinctive focus on decolonizing language education.
Amy B. Gooden is Associate Professor of TESOL and Bilingual Education and Director of the Institute for English Language Programs Beyond Borders at Lesley University and Former U.S. Department of State English Language Specialist.
Reviews
“Having seen Dr. Gooden’s amazing results in action, be assured that this book will equip educators with the tools to embrace diverse student experiences, challenge traditional methods, and create inclusive learning environments for all students. The Casebook presents a practical guide to decolonize your teaching practices through real-life classroom dilemmas and decolonizing approaches. Dr Gooden’s groundbreaking casebook is informed by over 20 years of experience.”
- Randi Korn, Associate Provost for Academic Success, Lesley University
I highly recommend Dr. Amy Gooden’s newest publication A Casebook of Decolonizing Pedagogical Practices for Second Language Teacher Education. Dr. Gooden’s deep knowledge of second language acquisition (SLA) and years of experience in teacher education are clearly woven into this insightful book. Gooden provides engaging and relevant case studies that are ripe for classroom discussion, critical thinking, and professional development for pre-service and current teachers. Most importantly, Gooden’s global and cross-cultural perspective and commitment to equity for multilingual learners make this unique among texts for language teacher education. Gooden’s voice is an important one to amplify in our collective pursuit of more just classrooms and equitable educational opportunities for all learners.
- Melissa Lobey LaBelle, Assistant Professor, Bridgewater State University
“Gooden, an exceptionally gifted teacher, is an even more resourceful learner—who has engineered her exposure to HBS faculty employing the case method in academic TESOL courses to produce this groundbreaking guide to sensitive and professionally adept language teaching, which should be required reading in every teacher education program.”
- Lilith M. Haynes, Retired Assistant Dean of Continuing Education for English Language Programs, Harvard University
“A Casebook of Decolonizing Pedagogical Practices for Second Language Teacher Education enlists case-based practices from elementary to post-secondary language learning contexts to make space for practitioners to wonder and to become wiser about how to subvert dominant ideologies encoded in language instruction. Theory-building has never been easier: educators explore situated cases using Dr. Gooden’s heuristic and wide-awake pedagogical approaches to discover grounded solutions and to discover there's more to be done to achieve linguistic justice.”
- Abdi Ali, Ed.D, Executive Director at WriteBoston