Rethinking Established Approaches in the Language Classroom and Beyond: Noncolonial Perspectives

This volume approaches language education through the lens of noncoloniality.

The three parts of this volume comprise a discussion of noncolonial perspectives on the language classroom, an examination of noncolonial pedagogical proposals, and a critical analysis of teaching materials and normative documents regulating teaching practice. This volume underscores the need to move beyond critique and embrace creation and a pedagogy of hope in education, in the Freirean sense.

It provides useful insights for researchers in applied linguistics, sociology, and related fields, and for educators (critical pedagogues) in higher education, secondary schools, and alternative school forms.

Lisa Marie Brinkmann is a research assistant at the University of Hamburg, Germany, and holds a PhD in Learners’ Investment and Portfolio Work in the French language classroom.

Franziska Gerwers is a doctoral candidate and research assistant at the University of Hamburg, Germany.

Sílvia Melo-Pfeifer is a full professor and researcher at the Faculty of Education at the University of Hamburg, Germany.

Claudio Vicente Millacura Salas holds a degree in Spanish from the Universidad de la Frontera in Temuco (1990), a Master's degree in Linguistics from the National School of Anthropology and History of Mexico (1997), and a PhD in Ethnohistory from the University of Chile (2012).