目次

Introduction: Rethinking Languages Education: Dismantling Instrumentalist Agendas (Ruth Arber, Michiko Weinmann and Jill Blackmore) Part 1: Directions 1 ‘Curses in TESOL’: Postcolonial Desires for Colonial English (Angel MY Lin and Suhanthie Motha) 2 Multilingual Researchers’ Innovative Post-monolingual Critical Thinking: Rethinking Languages Through Problem-posing Education (Michael Singh) 3 Towards Innovative English Language Teaching: Multilingualism and the Re-conceptualisation of the Chinese/Western Binary (Yingmei Luo) 4 Translanguaging across Time, Space and Generations: Ndjébbana Djérwarra Share 42 Stories in 20 Minutes (Glenn Auld, Lena Djabibba and Joanne O’Mara) 5 Interrogating the ‘Normal’: (Noticing) Discourses of Legitimacy, Identity and Difference in Languages Education (Michiko Weinmann, Ruth Arber and Roderick Neilsen) Part 2: Challenges 6 ‘Can We Talk about This?’ Power, Ideology and Sensitive Topics in an Iranian EAL Setting (Hossein Shokouhi and Elham Mohammadi) 7 The Complexity of Vietnamese English-language Learners’ Motivation (Nhung Nguyen) 8 Heterogeneity in Foreign-language Learning in Germany: Developments and Challenges (Liesel Hermes) 9 Geopolitics and Trilingual Media of Instruction in Post-conflict Sri Lanka (Indika Liyanage) Part 3: Innovations 10 Defining Bilingualism, Multilingualism and Plurilingualism in Education: Innovations in Teaching for Diversity in Mainstream Classrooms (Jennifer Alford and Margaret Kettle) 11 New Opportunities for Languages Learning through 21st-century Knowledge-building Communities (Shirley O'Neill) 12 Demystifying ‘Grammar’: Towards a More Language-aware Teaching Workforce (Roderick Neilsen) 13 Teaching Languages from an Intercultural Perspective: Rethinking the Nature of Learning (Anthony Liddicoat)