Engaging Critical Pedagogy: Spanish for Native Speakers

Autor/in	Leeman, Jennifer
Titel	Engaging Critical Pedagogy: Spanish for Native Speakers
Quelle	In: Foreign Language Annals, 38 (2005) 1, S.35-45 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
Schlagwörter	Stellungnahme; Spanish; Native Speakers; Critical Theory; Second Language Instruction; Sociolinguistics; Models; Heritage Education; Teaching Methods; Language Role; Politics of Education; Second Language Learning + Suchen Sie Ihr Suchwort? Spanisch; Muttersprachler; Kritische Theorie; Fremdsprachenunterricht; Soziolinguistik; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Educational policy; Bildungspolitik; Zweitsprachenerwerb
Abstract	This article addresses Spanish for native speakers (SNS) instruction from the perspective of critical pedagogy, including the critical examination of dominant educational paradigms as well as the proposal of alternative models. Emphasizing the inherently political nature of education and the role of language in the production of knowledge, culture, and identities, the author analyzes current models of SNS and argues that appropriateness-based models designed to promote expansion of students' linguistic repertoires may reinforce dominant sociolinguistic hierarchies and deny student agency. An emerging critical approach is considered, and a proposal that emphasizes the political--as well as the formal and social--aspects of language, and the promotion of student agency is presented. Specific suggestions for the implementation of the proposed approach are provided. (Contains 2 notes.) (ERIC).
Anmerkungen	American Council on the Teaching of Foreign Languages. 700 S. Washington Street Ste. 210, Alexandria, VA 22314. Tel: 703-894-2900; Fax: 703-894-2905; e-mail: headquarters@actfl.org; Web site: http://www.actfl.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10