When Language Teaches Back
Rethinking Applied Linguistics, Pedagogy, and AI in Language Education
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Beschreibung
This book reconsiders applied linguistics by examining how language use in classrooms shapes teaching, learning, and pedagogical decision-making. It develops the concept of “language teaching back” as a way of understanding how classroom discourse, learner voice, identity, affect, silence, multilingual practices, and social interaction can reveal meanings and needs that reshape pedagogy. Bringing together dialogic pedagogy, sociocultural theory, critical applied linguistics, discourse analysis, curriculum studies, and generative AI, the book challenges linear models of language learning and instruction. It argues that meaning does not simply move from teacher to learner, but emerges through situated interaction, negotiation, reflection, and response. The volume also considers translanguaging, learner agency, classroom silence, and AI-mediated communication as key challenges for contemporary language education and pedagogical design. By connecting theory, research, and classroom practice, the book offers a coherent framework for understanding language teaching as an ethical, relational, and context-sensitive process. It is of interest to researchers and postgraduate students in applied linguistics, language education, discourse studies, and TESOL, as well as teacher educators and scholars working on digital, multilingual, and AI-mediated learning environments.
This book reconsiders applied linguistics by examining how language use in classrooms shapes teaching, learning, and pedagogical decision-making. It develops the concept of “language teaching back” as a way of understanding how classroom discourse, learner voice, identity, affect, silence, multilingual practices, and social interaction can reveal meanings and needs that reshape pedagogy. Bringing together dialogic pedagogy, sociocultural theory, critical applied linguistics, discourse analysis, curriculum studies, and generative AI, the book challenges linear models of language learning and instruction. It argues that meaning does not simply move from teacher to learner, but emerges through situated interaction, negotiation, reflection, and response. The volume also considers translanguaging, learner agency, classroom silence, and AI-mediated communication as key challenges for contemporary language education and pedagogical design. By connecting theory, research, and classroom practice, the book offers a coherent framework for understanding language teaching as an ethical, relational, and context-sensitive process. It is of interest to researchers and postgraduate students in applied linguistics, language education, discourse studies, and TESOL, as well as teacher educators and scholars working on digital, multilingual, and AI-mediated learning environments.
Integrates dialogic pedagogy, learner voice, identity, affect, multilingualism and AI-mediated communication Bridges theory, research, and classroom practice through a coherent applied linguistics framework Introduces “language teaching back” as a conceptual framework for understanding how classroom language use informs
Autor*in
Narjis Audah Rashk
Themen in »When Language Teaches Back«
dialogic pedagogy in language education sociocultural theory in language learning language education and generative AI multilingual classrooms and language pedagogy language assessment and classroom interaction applied linguistics theory and pedagogy