The Post-Truth Era and English Language Education (eBook, PDF)

Conceptual, Theoretical and Empirical Issues
Redaktion: Hoff, Hild Elisabeth; Skulstad, Aud Solbjørg

• Format: PDF

Produktbeschreibung

This collection offers perspectives from established scholars on the theoretical and practical dimensions of English language education in a post-truth era.

Reflecting on the implications of contemporary sociocultural and cultural realities, the volume begins by outlining the conceptual and theoretical foundations for the teaching and learning of English as a platform for post-truth pedagogies.With a focus on relevant educational issues such as literacy, multimodality, interculturality and democratic citizenship, authors provide insight into the unique affordances of English language education in promoting students' critical abilities. The remaining chapters explore these factors at play across empirical studies spanning multiple educational practices and contexts. Chapters feature scholarship on such issues as alternative facts, misinformation, conspiracy theories, taboos, persuasive messaging, binary thinking and polarisation, climate change and environmental awareness.

This book will be of interest to students and scholars in English language learning and teaching, multimodality, critical literacy studies, intercultural and democratic citizenship education, socio-semiotics and applied linguistics, as well as practitioners in these fields.

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Produktdetails

• Verlag: Taylor & Francis eBooks
• Seitenzahl: 228
• Erscheinungstermin: 17. Dezember 2025
• Englisch
• ISBN-13: 9781040510537
• Artikelnr.: 76007983

Autorenporträt

Hild Elisabeth Hoff is Associate Professor of English didactics at the University of Bergen, Norway, where she teaches and supervises students at BA, MA, and PhD levels. Aud Solbjørg Skulstad is Professor of English didactics in the Department of Foreign Languages at the University of Bergen, Norway, where she teaches and supervises student teachers of English and PhD students.

Inhaltsangabe

PART I: Conceptual Issues, Chapter 1. Post-truth pedagogies in English
language education: Key areas of concern Hild Elisabeth Hoff and Aud
Solbjørg Skulstad, Chapter 2. The destabilisation of truth: A challenge to
critical literacy Hilary Janks, Chapter 3. What does it mean to mean?
Tracing the theoretical turns towards post-truth literacy Frank Serafini
and George Hruby, PART II: Theoretical Issues, Chapter 4. From dichotomy to
complexity: Popular music as a catalyst for moving beyond binary thinking
Hild Elisabeth Hoff, Chapter 5. Learning tasks and persuasion in post-truth
educational contexts Aud Solbjørg Skulstad, Chapter 6. Exploring linguistic
taboos and intercultural learning in the EAL classroom Daniel Becker, PART
III: EMPIRICAL ISSUES, Chapter 7. Teaching multimodal news to children in
the post-truth era Fei Victor Lim and Jing Hui Melody Heng, Chapter 8.
Reading political visuals: A study of Norwegian upper secondary EAL
students' interpretations of visual meaning-making in US news reports
Sigrid Ørevik, Chapter 9. Critical approaches to conspiracy theories in the
EAL classroom: Deconstructing the great replacement theory Massimiliano
Demata and Denise Filmer, Chapter 10. Pre-service English language
teachers' critical engagement with multimodal texts: Navigating knowledge
and imaginaries Cecilie Waallann Brown and Milica Savic, Chapter 11.
Ecodialogic teaching and learning in the post-truth era Hege Emma
Rimmereide, Index