In order to add to the growing literature on the emotional lives and silences of adolescents, Bosacki (education, Brock U., Ontario) explores the crucial role silence plays in the adolescent school experience. She provides educators with ideas to integrate the concept of silence into their classrooms, and to address issues of self-growth, especiall.

Silence is a key pedagogical issue in language education. Seen by some as a space for thinking and reflection during the learning process, for others silence represents a threat, inhibiting target language interaction which is so vital during second language acquisition. This book eschews stereotypes and generalisations about why so many learners from East Asia seem either reluctant or unable to speak in English by providing a state-of-the art account of current research into the complex and ambiguous issue of silence in language education. The innovative research included in this volume focuses on silence both as a barrier to successful learning and as a resource that may in some cases facilitate language acquisition. The book offers a fresh perspective on ways to facilitate classroom interaction while also embracing silence and it touches on key pedagogical concepts such as teacher cognition, the role of task features, classroom interactional approaches, pedagogical intervention and socialisation, willingness to communicate, as well as psychological and sociocultural factors. Each of the book’s chapters include self-reflection and discussion tasks, as well as annotated bibliographies for further reading.

Cost-free and educationally significant, silence is undervalued as a pedagogical tool. This a groundbreaking exploration of the phenomenon of silence in schools shows how silence can be developed to change school cultures to develop and enhance democratic and reflective practices.

To generate opportunities for transformative learning, educators must create learning environments that help students feel safe and encourage them to grapple with potentially difficult material. The trigger warning, a brief statement information students of potential distressing or re-traumatizing content, has been offered as a way to do just that, but this practice is neither as effective nor as equitable as it may seem. Intentionally or indirectly, the trigger warning limits the extent to which students are encouraged to engage in transformative critical conversations and reinforces the culture of silence that prevails in many educational spaces. Emerging as a response to trauma amid an educational environment that professes student-responsiveness and celebrates diversity yet perpetuates the marginalization of many of the bodies in the classroom, the trigger warning is not the problem – but it is not the solution either. What does this mean for the faculty members teaching this new generation of college students? And the teachers who find this generation’s younger siblings in their high school classrooms? Drawing upon original research, Mara Lee Grayson tracks the rise of the trigger warning within historical and contemporary educational contexts; explores its potentialities, limitations, and abuses as praxis; and offers curricular suggestions for high school and college instructors seeking to implement equitable, antiracist pedagogies that simultaneously encourage students’ well-being, provoke intellectual and emotional growth, and challenge the cultures of silence that maintain inequity on school campuses.

How and why is silence used interculturally? Approaching the phenomenon of silence from multiple perspectives, this book shows how silence is used, perceived and at times misinterpreted in intercultural communication. Using a model of key aspects of silence in communication – linguistic, cognitive and sociopsychological – and fundamental levels of social organization – individual, situational and sociocultural - the book explores the intricate relationship between perceptions and performance of silence in interaction involving Japanese and Australian participants. Through a combination of macro- and micro- ethnographic analyses of university seminar interactions, the stereotypes of the 'silent East' is reconsidered, and the tension between local and sociocultural perspectives of intercultural communication is addressed. The book has relevance to researchers and students in intercultural pragmatics, discourse analysis and applied linguistics.

In this first-hand study of the relationship of gender, ethnicity and the participation of children within an English-language teaching classroom, Julé re-assesses Lacan's approach to belonging with other theoretical approaches to gender and language, making use of case-study methods. She asks key questions: Are there observable tendencies in the way that boys and girls receive and use talk in the classroom? How might such tendencies be constructed or encouraged within an ESL classroom, where gender and ethnicity intersect in particular ways?

An updated edition of the award-winning analysis of the role of race in the classroom features a new author introduction and framing essays by Herbert Kohl and Charles Payne, in an account that shares ideas about how teachers can function as "cultural transmitters" in contemporary schools and communicate more effectively to overcome race-related academic challenges. Original.