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A Casebook of Decolonizing Pedagogical Practices for Second Language Teacher Education Amy B. Gooden
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DOI：10.1093/elt/ccag004.png)
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Abstract
En 中文
The ‘decolonial turn’ of the late twentieth to early twenty-first century has afforded greater agency for postcolonial nation-states to begin to interrogate, if not attempt to dismantle, the structures of coloniality that continue to haunt them. The interrogation of colonial legacies in postcolonial nation-states impacts several sectors, including law and governance, data and technology, academic research, and education. A crucial foundation for the propagation of the movement is a straightforward methodological approach at all levels of education that can guide practitioners and stakeholders—learners, teachers, academic leaders, and even non-academic staff and the greater public, that part and partially comprise the clientele of basic and higher-education institutions—in promoting and developing a decolonized perspective and approach in teaching and learning languages. This is what Amy Gooden’s A Casebook of Decolonizing Pedagogical Practices for Second Language Teacher Education aims to achieve.
Keywords:
decolonial turn
postcolonial nation-states
pedagogical practices
second language teacher education
coloniality
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