This collection of case studies from around the world examines how
struggles for equality unfold in policies, programs, and practices
in educational settings in multilingual contexts. Using
sociolinguistic, interactional and discourse analysis, Heller and
Martin-Jones examine the complex ways in which dominant ideologies
of education, pedagogy, language and identity intersect in a wide
variety of educational settings. They focus in particular on how
those ideologies are reproduced or challenged, and on the
consequences of such processes for changing or maintaining social
relations of difference and inequality. Written for policy-makers,
educators, and anyone else interested in education and
multilingualism, the book places questions of power at the center
of thinking about language and education. This collection of case
studies from around the world examines how struggles for equality
unfold in policies, programs, and practices in educational settings
in multilingual contexts. Using sociolinguistic, interactional and
discourse analysis, Heller and Martin-Jones examine the complex
ways in which dominant ideologies of education, pedagogy, language,
and identity intersect in a wide variety of educational settings.
They focus in particular on how those ideologies are reproduced or
challenged, and on the consequences of such processes for changing
or maintaining social relations of difference and inequality.
Written for policy-makers, educators, and anyone else interested in
education and multilingualism, the book places questions of power
at the center of thinking about language and education. It invites
us to link questions about minority language maintenance,
individual multilingualism, immigrant language education, and the
use of former colonial languages in post-colonial settings to the
politics and economics of our globalizing age, and to look locally
for the spaces for change and action that always present
themselves.
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