Peacebuilding in Language Education

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 Hadley



Introduction. Melinda Harrison



Section I Language Education Responds to the Call for Peace



Chapter 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 Approach



Chapter 2. Christina Gkonou, M. Matilde Olivero and Rebecca L. Oxford: Empowering Language Teachers to be Influential Peacebuilders: Knowledge, Competencies and Activities



Chapter 3. Tammy Gregersen and Peter D. MacIntyre: The Nonverbal Channels of Peacebuilding: What Teachers, Trainers and Facilitators Need to Know



Section 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 Education



Chapter 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 Context



Chapter 6. Ana María F. Barcelos: Revolutionary Love and Peace in the Construction of an English Teacher’s Professional Identity



Chapter 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 Teaching



Section 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 Cultures



Chapter 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 Classrooms



Section IV Applying Peacebuilding through Positive Psychology, Peace Linguistics and Peace Language



Chapter 11. Tammy Gregersen and Peter D. MacIntyre: Acting Locally to Integrate Positive Psychology and Peace: Practical Applications for Language Teaching and Learning



Chapter 12. Rebecca L. Oxford: From Hate Speech to Empathy: Lessons for Language Educators and Society



Chapter 13. Andy Curtis and Rebecca L. Oxford: Applying Peace Linguistics: What Peacebuilders Can Learn from the Languages of Hurt, Hate and Harm



Chapter 14. Rebecca L. Oxford and Andy Curtis: Exploring Peace Language: Hope, Help and Harmony



Section V Moving Further with Peacebuilding



Chapter 15. M. Matilde Olivero, Melinda Harrison and Rebecca L. Oxford: Peacebuilding through Classroom Activities: Inner, Interpersonal, Intergroup, Intercultural, International and Ecological Peace



Chapter 16. M. Matilde Olivero, Tammy Gregersen, Melinda Harrison and Rebecca L. Oxford: Conclusion: Integrating Peace Concepts, Personal Insights and Future Peace Directions



Index