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Books > Social sciences > Psychology > Child & developmental psychology
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Teaching and Learning in a Multilingual School - Choices, Risks, and Dilemmas (Hardcover)
Loot Price: R4,713
Discovery Miles 47 130
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Teaching and Learning in a Multilingual School - Choices, Risks, and Dilemmas (Hardcover)
Series: Language, Culture, and Teaching Series
Expected to ship within 12 - 19 working days
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Teaching and Learning in a Multilingual School: Choices, Risks, and
Dilemmas is for teachers and teacher educators working in
communities that educate children who do not speak English as a
first language. At the center of the book are findings from a
four-year critical ethnographic case study of a Canadian high
school with a large number of emigrant students from Hong Kong and
rich descriptions of the multitude of ways teachers and students
thought about, responded to, and negotiated the issues and dilemmas
that arose. The solutions and insights they derived from their
experiences of working across linguistic, cultural, and racial
differences will be extremely valuable to educators in other
locales that have become home to large numbers of immigrant
families. The book is designed to help readers think about how the
issues and dilemmas in the case study manifest themselves in their
own communities and how to apply the insights they gain to their
own teaching and learning contexts: * Each chapter includes four
components: an excerpt from the ethnographic study; an analytic
commentary on the ethnographic text drawn from a variety of
theoretical perspectives and academic disciplines (including
interactionist sociolinguistics, language minority education,
English as a Second Language education, critical literacy,
anti-racist education, and critical teacher education); a
pedagogical discussion; and suggestions for further reflection and
discussion. * The book features the use of ethnographic play
writing to engage readers with the issues that arise in
multicultural/multilingual schools. The author's play Hong Kong,
Canada is included in its entirety and is used to stimulate further
discussion of the issues raised in each of the chapters. * Although
it is organized around two different kinds of schooling
dilemmas--dilemmas of speech and silence, and dilemmas of
discrimination--everyday dilemmas of curriculum and assessment are
also discussed throughout the book. * A methodological discussion
of the choices the author made while designing, conducting, and
writing up the critical ethnographic case study makes the book
useful in qualitative research methodology courses. * A set of
strategies and activities is provided for helping students develop
English oral presentation skills.
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