Rethinking Established Approaches in the Language Classroom and Beyond

Lisa Marie Brinkmann is a research assistant at the University of Hamburg 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.Sílvia Melo-Pfeifer is a full professor and researcher at the Faculty of Education, at the University of Hamburg (Germany).Claudio 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).

• Preface, Ryuko Kubota, Introduction: Rethinking established approaches to language education, migration and Indigenous learning contexts, and language teacher education through noncolonial perspectives, Lisa Marie Brinkmann, Sílvia Melo-Pfeifer, Franziska Gerwers & Claudio Millacura Salas, Part 1: Theoretical contributions to coloniality and non-coloniality, 1. How the coloniality of power works in our daily lives: Reviewing the language learning environment in Indigenous and migrant contexts, María Guadalupe Rivera Garay, 2. Interconnections for the decolonization of teaching, Claudio Millacura Salas, 3. Towards Deliberative Education – A Critical Reading of Critical Applied Linguistics' Take on Assessment, Andreas Bonnet, 4. The continuous minoritisation of social groups in educational contexts: the colonial and modernist burden in day-to-day interactions, Gilberto Rescher, 5. From Translanguaging to Transknowledging as Emergent Entretejidos: Advancing the Non-Colonial Possibilities of the Heritage Language Classroom, Josh Prada, 6. Investigating with (and not about) Research Participants: Ethnography with Young Migrants in Brazil, Daniel Gordillo Sanchez, Part 2: Noncolonial approaches in practice, 7. Brota la lengua: (Re)membering, storytelling and revitalizing in language teacher education, Maria Cecilia Schwedhelm Ramirez, 8. Beyond Portuguese: Toward a decolonial perspective on language policies for students with migrant backgrounds in Brazilian schools, Yara Carolina Campos de Miranda & Leandro Rodrigues Alves Diniz, 9. The impact of colonialism on English accents' perception: A comparison of students' attitudes in Bangladesh and Pakistan, Freeha Anma & Md. Sadequle Islam, 10. Using and Teaching the Language of the Land: Indigenous Alaskan Teachers' Perspectives, Angela Lunda, Amber Frommherz, Chelsee Cook, Barbara Dud, Naomi Leaska & Roberta Littlefield, 11. "I Have to Find Stories That Speak to Their Experiences": Incorporating Indigenous Nigerian Sociocultural Context in the L2 Writing Classroom, Chisom Nlebedum & Wisdom Nemi Otikor, 12. Insights on Indigenous conceptions of language: "Languages are people, people are the land", Lisa Marie Brinkmann & Claudio Millacura Salas, Part 3: Textbook and curricular analyses, 13. Depicting Colón and the descubrimiento de las Americas in Spanish textbooks in Germany: a multimodal and comparative analysis against erasure and epistemic injustice, Sílvia Melo-Pfeifer, 14. Raciolinguistic constructions of immigrants: Linguistic deficit, racialized professions and foreignness in a Norwegian language textbook, Vander Tavares & Shahrzad Nouri, 15. Teachers' professional standards and initial teacher education. An intercultural comparative perspective, Verónica Muñoz-Rivero, 16. Topics, geographical examples, linguistic variations and cultures (not) represented: A case study analysis of the current curriculum of foreign languages in Hamburg, Franziska Gerwers & Lisa Marie Brinkmann, Postface: Non-Colonial Relations as Ontological: A Vision, Suresh Canagarajah, Index