Rebecca L. Oxford is a University of Maryland Professor Emerita and Distinguished Scholar-Teacher who now works with doctoral students at the University of Alabama at Birmingham, USA. María Matilde Olivero is a second language teacher educator and researcher at Universidad Nacional de Río Cuarto, Argentina.Melinda Harrison is a lecturer at Auburn University at Montgomery, Alabama, USA and is working on a PhD in Educational Studies in Diverse Populations at the University of Alabama at Birmingham.Tammy Gregersen is a Professor of TESOL at the American University of Sharjah, United Arab Emirates.

• Foreword. Gregory HadleyIntroduction. Melinda HarrisonSection I Language Education Responds to the Call for PeaceChapter 1. Rebecca L. Oxford, Tammy Gregersen, Melinda Harrison and M. Matilde Olivero: The Call for Peace in Language Education: This Book's Purpose, Themes and Peace ApproachChapter 2. Christina Gkonou, M. Matilde Olivero and Rebecca L. Oxford: Empowering Language Teachers to be Influential Peacebuilders: Knowledge, Competencies and ActivitiesChapter 3. Tammy Gregersen and Peter D. MacIntyre: The Nonverbal Channels of Peacebuilding: What Teachers, Trainers and Facilitators Need to KnowSection II Applying Peacebuilding for Inner, Interpersonal and Intergroup Peace Chapter 4. María Celina Barbeito and Adelina Sánchez Centeno: Inner Peace and Emotion Regulation During Oral Production in ESL/EFL Teacher EducationChapter 5. Carmen M. Amerstorfer: How Increased Self-regulation, Learner Autonomy and Learner Cooperation Raise Self-esteem and Consequently Inner Peace and Interpersonal Peace: Insights from an Innovative School ContextChapter 6. Ana María F. Barcelos: Revolutionary Love and Peace in the Construction of an English Teacher’s Professional IdentityChapter 7. Josephine Prado, Gönül Uguralp-Cannon, John Marc Green, Melinda Harrison and Laurie Franz Smith: Seeking Connection through Difference: Finding the Nexus of Transformative Learning, Peacebuilding and Language TeachingSection III Applying Peacebuilding for Intercultural and International Peace Chapter 8: James E. Bernhardt, Christine M. Campbell and Betty Lou Leaver: Can Foreign Languages Be Taught for Peace at U.S. Government Institutes? Chapter 9. Michael Wei and Yalun Zhou: International Faculty and International Students in Universities: Their Roles in Fostering Peace across Languages and CulturesChapter 10. Laura Mahalingappa, Terri L. Rodriguez and Nihat Polat: Promoting Peace through Social Justice Pedagogies for Students from Immigrant Muslim Communities: Using Critical Language Awareness in Second Language ClassroomsSection IV Applying Peacebuilding through Positive Psychology, Peace Linguistics and Peace LanguageChapter 11. Tammy Gregersen and Peter D. MacIntyre: Acting Locally to Integrate Positive Psychology and Peace: Practical Applications for Language Teaching and LearningChapter 12. Rebecca L. Oxford: From Hate Speech to Empathy: Lessons for Language Educators and SocietyChapter 13. Andy Curtis and Rebecca L. Oxford: Applying Peace Linguistics: What Peacebuilders Can Learn from the Languages of Hurt, Hate and HarmChapter 14. Rebecca L. Oxford and Andy Curtis: Exploring Peace Language: Hope, Help and HarmonySection V Moving Further with PeacebuildingChapter 15. M. Matilde Olivero, Melinda Harrison and Rebecca L. Oxford: Peacebuilding through Classroom Activities: Inner, Interpersonal, Intergroup, Intercultural, International and Ecological PeaceChapter 16. M. Matilde Olivero, Tammy Gregersen, Melinda Harrison and Rebecca L. Oxford: Conclusion: Integrating Peace Concepts, Personal Insights and Future Peace DirectionsIndex

This rich collection’s biggest strength is that it provides an excellent balance between theoretical analysis on the one hand, and practical implications on the other. The rich ideas and activities that are suggested will be immensely valuable to teachers who wish to expand their repertoire of instruction through taking into serious consideration multiple aspects of peace that are not limited to the inner self but expand to cover intercultural and international aspects.