1887
Volume 3, Issue 2
  • ISSN 2666-1748
  • E-ISSN: 2666-1756
USD
Buy:$35.00 + Taxes
Preview this article:

Loading

Article metrics loading...

/content/journals/10.1075/task.00021.cos
2024-03-11
2024-12-08
Loading full text...

Full text loading...

References

  1. Anya, U.
    (2011) Connecting with communities of learners and speakers: Integrative ideals, experiences, and motivations of successful Black second language learners. Foreign Language Annals, 44(3), 441–466. 10.1111/j.1944‑9720.2011.01142.x
    https://doi.org/10.1111/j.1944-9720.2011.01142.x [Google Scholar]
  2. (2017) Racialized identities in second language learning: Speaking Blackness in Brazil. Routledge.
    [Google Scholar]
  3. (2020) African Americans in world language study: The forged path and future directions, Annual Review of Applied Linguistics, 401, 97–112. 10.1017/S0267190520000070
    https://doi.org/10.1017/S0267190520000070 [Google Scholar]
  4. (2021) Critical race pedagogy for more effective and inclusive world language teaching, Applied Linguistics, 46(6), 1055–1069. 10.1093/applin/amab068
    https://doi.org/10.1093/applin/amab068 [Google Scholar]
  5. (forthcoming). Examining curriculum and instructional materials in the practice of critical race pedagogy for WL teaching. InR. Kubota & S. Motha Eds Race, racism, and antiracism in language education. Routledge.
    [Google Scholar]
  6. Anya, U., Baralt, M., Gómez, D., Hechavarría, H., Hobbs, W., & Robinson, A.
    (2020) Improving Spanish language teacher retention and success among Black Spanish-language learners: An HSI-HBCU collaboration. Commissioned paper for the Consortium of Latin American Studies Programs (CLASP). claspprograms.org/pages/detail/43/Publications
    [Google Scholar]
  7. Austin, T., & Anya, U.
    (forthcoming). World languages for Black linguistic reparations. Foreign Language Annals.
    [Google Scholar]
  8. Baker-Bell, A.
    (2020) Linguistic justice: Black language, literacy, identity, and pedagogy. Routledge. 10.4324/9781315147383
    https://doi.org/10.4324/9781315147383 [Google Scholar]
  9. Baralt, M.
    (2018) Becoming a task-based teacher educator: A case study. InM. Bygate, V. Samuda, & K. Van den Branden (Eds.), TBLT as a researched pedagogy. John Benjamins. 10.1075/tblt.12.11bar
    https://doi.org/10.1075/tblt.12.11bar [Google Scholar]
  10. Baralt, M., Clemons, A., Anya, U., & Gómez, D.
    (2022) Task-based Spanish language curriculum for Black language learners: An open-access resource for teachers. Funded by National Endowment for the Humanities. https://laccmibridge.fiu.edu/editors-toolkit/tasks-lesson-plans-and-materials/
    [Google Scholar]
  11. Baralt, M., Gilabert, R., & Robinson, P.
    (2014) Task sequencing and instructed second language learning. Bloomsbury.
    [Google Scholar]
  12. Baralt, M., Godoy, J., Gómez, D., & Morcillo, J.
    (2016) The diminished presence of Black learners studying Spanish in the U.S.: Reasons and solutions [Organized symposium]. Latin American Studies Association, New York, NY, United States.
    [Google Scholar]
  13. Clemons, A. M.
    (2020) New Blacks: Language, DNA, and the construction of the African American/Dominican boundary of difference. Genealogy, 5(1), 1.
    [Google Scholar]
  14. (2021) Spanish people be like: Dominican ethno-raciolinguistic stancetaking and the construction of Black Latinidades in the United States [Unpublished doctoral dissertation]. University of Texas at Austin.
    [Google Scholar]
  15. Clemons, A. & Austin, T.
    (forthcoming). Soy porque Somos: Black Spanish teachers developing hemispheric Black language pedagogies. Critical Multilingual Studies.
    [Google Scholar]
  16. Coss, M. D.
    (2023a) The case for a true task-based curriculum for medical Spanish courses. Teaching and Learning in Medicine, 35(2), 224–239. 10.1080/10401334.2021.2020120
    https://doi.org/10.1080/10401334.2021.2020120 [Google Scholar]
  17. Coss, M.
    (2023b) Navigating additional language pedagogical innovation: An ecological perspective on a novice teacher’s TBLT implementation in China. [Preprint] 10.35542/osf.io/rndvh
    https://doi.org/10.35542/osf.io/rndvh [Google Scholar]
  18. Crenshaw, K. W.
    (2017) On intersectionality: Essential writings. The New York Press.
    [Google Scholar]
  19. (2022) This is not a drill: The war against antiracist teaching in America. UCLA Law Review, 681, 1702.
    [Google Scholar]
  20. Ellis, R.
    (2003) Task-based language learning and teaching. Oxford University Press.
    [Google Scholar]
  21. (2009) Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 191, 221–46. 10.1111/j.1473‑4192.2009.00231.x
    https://doi.org/10.1111/j.1473-4192.2009.00231.x [Google Scholar]
  22. Fleming, C. M.
    (2018) How to be less stupid about race: On racism, white supremacy and the racial divide. Beacon Press.
    [Google Scholar]
  23. Gómez, D.
    (2019) Azúcar agridulce: Memoria, discursos y paisajes azucareros en la nación y la cultura cubana. Editorial Verbum.
    [Google Scholar]
  24. González-Lloret, M., & Nielson, K. B.
    (2015) Evaluating TBLT: The case of a task-based Spanish program. Language Teaching Research, 19(5), 525–549. 10.1177/1362168814541745
    https://doi.org/10.1177/1362168814541745 [Google Scholar]
  25. Higher Education Act of 1965
  26. Jordan, G., & Long, M.
    (2022) English language teaching now and how it could be. Cambridge Scholars.
    [Google Scholar]
  27. Lawrence, A., & Clemons, A.
    (2023) (Mis) languaging and (mis) translating identity: Racialization of Latinidad in the U.S. mediascape. Latino Studies, 21(1), 42–63.
    [Google Scholar]
  28. Long, M. H.
    (Ed.) (2005) Second language needs analysis. Cambridge University Press. 10.1017/CBO9780511667299
    https://doi.org/10.1017/CBO9780511667299 [Google Scholar]
  29. (2015) Second language acquisition and task-based language teaching. John Wiley & Sons.
    [Google Scholar]
  30. Rosa, J.
    (2019) Looking like a language, sounding like a race: Raciolinguistic ideologies and the learning of Latinidad. Oxford University Press. 10.1093/oso/9780190634728.001.0001
    https://doi.org/10.1093/oso/9780190634728.001.0001 [Google Scholar]
  31. Seals, C. A., & Shah, S.
    (Eds.) (2017) Heritage language policies around the world. Routledge. 10.4324/9781315639444
    https://doi.org/10.4324/9781315639444 [Google Scholar]
  32. Sims Bishop, R.
    (1990) Windows and mirrors: Children’s books and parallel cultures. InCalifornia State University reading conference: 14th annual conference proceedings (pp.3–12).
    [Google Scholar]
  33. Toribio, A. J., & Clemons, A. M.
    (2019) Se comen la [s] pero a veces son muy fisnos: Observations on coda sibilant elision, retention, and insertion in popular Dominican (-American) Spanish. InW. Valentín-Márquez, & M. González-Rivera (Eds.), Dialects from tropical islands: Caribbean Spanish in the United States (pp.71–87). Routledge. 10.4324/9781315115443‑5
    https://doi.org/10.4324/9781315115443-5 [Google Scholar]
  34. Valdés, G., Peyton, J., Ranard, J., & McGinnis, S.
    (1999) Heritage language students: Profiles and possibilities. InJ. Peyton, D. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource. Language in education: Theory and practice (pp.37–80). Delta Systems Company.
    [Google Scholar]
  35. Van Gorp, K., & Van den Branden, K.
    (2021) Engineering TBLT: An interview with Marta González-Lloret in memory of Mike Long. TASK: Journal on Task-Based Language Teaching, 1(2), 184–195. 10.1075/task.00011.gor
    https://doi.org/10.1075/task.00011.gor [Google Scholar]
/content/journals/10.1075/task.00021.cos
Loading
/content/journals/10.1075/task.00021.cos
Loading

Data & Media loading...

  • Article Type: Discussion
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error