The Linguist

28 The Linguist Vol/62 No/4 thelinguist.uberflip.com REVIEWS Critical Pedagogies for Modern Languages Education Derek Hird Critical Pedagogies for Modern Languages Education: Criticality, decolonization, and social justice is an edited collection of essays by a broad range of leading scholars. Each provides their own perspective on ways in which modern languages education can be reshaped from a critical viewpoint to take into account matters of social justice and non-discrimination. As mentioned by the editor in a comprehensive introduction, the book's ambitious aim is to transform classroom teaching, textbooks and teacher education by turning the language class into a site of critical pedagogy. It is therefore unsurprising that critical pedagogical theory (engagement with political and ethical issues in the classroom) is a recurring theme, with authors drawing on the writing of key scholars such as Paulo Freire and bell hooks. This theoretical basis provides a solid framework for the practical suggestions put forward by various contributors. Indeed, the Bloomsbury Academic 2023, 280 pp; Paperback ISBN 978-1350298767 £28.99 Xenolinguistics Douglas A Vakoch & Jeffrey Punske (eds) Routledge 2024, 248pp; Paperback ISBN 978-1032399591 £23.99 The book is subtitled 'Towards a Science of Extraterrestrial Language', and 'towards' is obviously important here. Xenolinguistics differs fundamentally from other branches of linguistics in having no data to start from; it can only proceed on the basis of speculation. It is also a notably interdisciplinary undertaking, and the authors of these 18 chapters include anthropologists, biologists, linguists and others. Perhaps unsurprisingly, the contributors seem optimistic that intelligent extraterrestrial beings exist and that we will perhaps meet them, or at least detect signals from them, be able to interpret such signals and enter into dialogue with them. What might non-earthbound language be like? Hypotheses are largely based on what is known about human language and animal communication systems. Terrestrial species communicate through almost every imaginable physical modality, including acoustic, visual, olfactory/ chemical and electrosensing, though not magnetism. Each of these would have different advantages and disadvantages in different types of extraterrestrial environments, and depending on the physical construction and faculties of their users. Would we be able to discriminate an intentional message-bearing signal from background noise, especially at a distance measured in light years? We might expect a signal to be repeated and perhaps converted to audio mode for our benefit. Would we be able to interpret such a signal? Studying the great variety of animal communication on earth would provide good training. One chapter describes how the behavioural patterns of prairie dogs are the context that enables us to interpret their alarm calls. If linguistic universals exist, and aliens are more experienced than us in contact with extraterrestrial cultures, they might provide a 'Rosetta Stone' to teach us the rudiments of their language. Mimicry might be a good starting point for building rapport. Shared knowledge of the universe would be an obvious basis for further exchange, with the advantage of being a safe, neutral topic. The authors of one chapter, at least, believe that fluent conversation would be unlikely until millennia after initial contact. In the meantime, the best preparation might be to learn to converse with the many other life forms that inhabit our own planet. The contents of the chapters are diverse but well linked by inter-chapter cross-references. The book provides an excellent overview of what steps are being taken 'Towards a Science of Extraterrestrial Language'. Jonathan Marks MCIL integration of theory and practice is one of the book's greatest strengths, making it a genuine tool for implementing change rather than an abstract discussion. Its scope is impressive, covering 11 languages across 13 countries and regions. The chapters are structured into five sections addressing such practical matters as interculturality, decolonisation, multilingualism, linguistic diversity, stereotyping, racial prejudice, textbook attitudes and teacher training. The authors focus particularly on decolonisation, offering a detailed examination of the Eurocentric biases inherent in language teaching in many countries as a legacy of their colonial past, and advocating the incorporation of diverse linguistic and cultural voices in the classroom. The role of English is of particular significance, with its conflicting status as a dynamising element for progress in some contexts and a neo-imperialistic threat in others. A wide range of theoretical themes are also covered, including critical discourse analysis, activist pedagogies, culturally sustaining pedagogy and linguistic justice. This volume challenges educators to critically reassess their methods, confront issues of social injustice and work towards a more equitable and inclusive educational scenario. It will be of great value to students, researchers and applied linguists wishing to gain a deeper understanding of this crucial area. Ross Smith MCIL

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