This month we published Liberating Language Education edited by Vally Lytra, Cristina Ros i Solé, Jim Anderson and Vicky Macleroy. In this post the editors reveal what readers can expect from the book.
Liberating Language Education emerged from our desire to unite our passion about language, education, and lived multilingualism with our visions of what language education can mean, feel, and look like in times of unprecedented change and uncertainty. This passion is reflected in our personas of ‘the weaver’, ‘the fool’, ‘the traveller’ and ‘the activist’ in the introduction of the book: they illustrate the complexity and richness of language experience and language learning across the lifespan and highlight the entanglements of the personal and biographical with the historical and socio-cultural dimensions of language and language pedagogy.
This kaleidoscopic perspective is amplified by the plurality and heterogeneity of voices and orientations manifested in the chapter contributions. The book calls into question a single and unified approach to language, culture, and identity, dismantling monolingual and prescriptivist discourses of pedagogy that have long dominated language education. Instead, it proposes new ways of understanding language and language education that move beyond rationalist and instrumental perspectives and emphasise locally situated meaning-making practices, messiness, and unpredictability.
These new ways liberate our understanding of language to encompass the full range of semiotic repertoires, aesthetic resources, and multimodal practices. They reimagine language education from a translingual and transcultural orientation, showcasing multiple, alternative visions of how language education might be enacted. The translingual, transcultural and transformative approach to pedagogy that underpins the book rests on the following principles:
- an integrated and inclusive view of language and language learning
- challenging binaries and fixed positions between formal/informal learning, school/home literacies, schools/other sites of learning
- attention to language hierarchies and linguistic and social inequalities
- a synergetic relationship between language and culture
- the transformative process of language learning as reconfiguring our existing communicative resources and nurturing new ways of being, seeing, feeling and expressing in the world
- foregrounding embodied, material and aesthetic perspectives to pedagogy
- emphasis on learner and teacher agency and making their voices heard
- supporting multiple ways of knowing and a decolonising stance to knowledge building
- creating trusting, respectful and collaborative relations in research and shared ownership of knowledge
This critical and creative translingual and transcultural orientation repositions teachers, learners and researchers as active language policy creators in the remaking of language education today.
Vally Lytra, Cristina Ros i Solé, Jim Anderson and Vicky Macleroy
For more information about this book please see our website.
If you found this interesting, you might also like The Dynamics of Language and Inequality in Education edited by Joel Austin Windle, Dánie de Jesus and Lesley Bartlett.