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This book explores the question of how equitable and inclusive
education can be implemented in heterogeneous classes where
learners' languages and cultures reflect the social reality of mass
migration and everyday plurilingualism. The book brings together
researchers and practitioners working in inclusive teaching and
learning in a variety of migration contexts from pre-school to
university. The book opens with an exploration of the relationship
between language ideologies and policies with respect to the
inclusion of learners for whom the language of education is not the
language spoken in the home. The following section focuses on
innovative pedagogical practices which allow migrants to be
socially, culturally and institutionally included at school and at
university while using their plurilingual competences as resources
for learning/teaching and allowing them to fully realise their
potential.
This book explores the question of how equitable and inclusive
education can be implemented in heterogeneous classes where
learners' languages and cultures reflect the social reality of mass
migration and everyday plurilingualism. The book brings together
researchers and practitioners working in inclusive teaching and
learning in a variety of migration contexts from pre-school to
university. The book opens with an exploration of the relationship
between language ideologies and policies with respect to the
inclusion of learners for whom the language of education is not the
language spoken in the home. The following section focuses on
innovative pedagogical practices which allow migrants to be
socially, culturally and institutionally included at school and at
university while using their plurilingual competences as resources
for learning/teaching and allowing them to fully realise their
potential.
Der Band widmet sich der Mehrsprachigkeit und den sprachlichen
Repertoires von Schulern mit Migrationshintergrund in Frankreich
und Deutschland. Im ersten Teil dieser soziolinguistischen Studie
steht die Analyse von Interviews mit Grundschulern turkischer
Herkunft in den Regionen zu beiden Seiten des Oberrheins im
Mittelpunkt. Dabei richtet sich die Aufmerksamkeit sowohl auf den
Ausbau der sprachlichen Repertoires in der Schule als auch auf den
Sprachkontakt in Schule und Familie. Ausgehend von diesen Analysen
liegt im zweiten Teil der Studie der Akzent auf der
Schulsprachenpolitik in Frankreich und Deutschland, die einen
Erklarungsrahmen dafur darstellt, wie sich bei den Kindern
turkischer Herkunft der Ausbau des sprachlichen Repertoires
entwickelt. So wird der Frage nachgegangen, welche Stellung den
Sprachen und welche Raume der Mehrsprachigkeit in Schulprogrammen,
in offiziellen Texten zum muttersprachlichen Unterricht und in
innovativen Projekten in der grenzuberschreitenden
Untersuchungsregion zugewiesen werden.
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