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Although Somalis have settled in the UK in substantial numbers, the
schooling needs of Somali children have received little attention,
except for in Mohamed Kahin's Educating Somali Children in Britain
(1997). This new book, completed by Professor Catherine Wallace
after his death, continues his work in this area, with a focus on
how parents can maximize the achievement of Somali pupils in UK
schools. Much will be applicable to other minority groups, and to
families in global societies of increasingly diverse ethnic, class
and cultural backgrounds.
This book investigates neoliberalism in education and explains how
it is a complex phenomenon which takes on local characteristics in
diverse geopolitical, economic and cultural settings, while
retaining a core commitment in all its manifestations to market
fundamentalism. Neoliberalism - that set of beliefs and practices
which has become the economic orthodoxy of global preference since
the 1980s - appears remarkably resilient despite the US financial
crisis of 2008 and the subsequent implementation of austerity in
the massively indebted nations of the European Union. This book
addresses the phenomenon of neoliberalism in education and focuses
on school and higher education settings in Ireland, the UK,
Singapore and Hong Kong. Specifically, it addresses the role of
language and semiosis in the reconfiguration of global educational
practices along increasingly marketised lines. At the same time,
the nature of the counter-hegemonic discourses also in circulation
in these sectors is also considered. Collectively, the chapters in
the book seek to shed light on the possibilities for resistance and
the prospect of change from a variety of theoretical and
(inter)cultural perspective. The chapters in this book were
originally published in a special issue of the journal, Language
and Intercultural Communication.
This book investigates neoliberalism in education and explains how
it is a complex phenomenon which takes on local characteristics in
diverse geopolitical, economic and cultural settings, while
retaining a core commitment in all its manifestations to market
fundamentalism. Neoliberalism - that set of beliefs and practices
which has become the economic orthodoxy of global preference since
the 1980s - appears remarkably resilient despite the US financial
crisis of 2008 and the subsequent implementation of austerity in
the massively indebted nations of the European Union. This book
addresses the phenomenon of neoliberalism in education and focuses
on school and higher education settings in Ireland, the UK,
Singapore and Hong Kong. Specifically, it addresses the role of
language and semiosis in the reconfiguration of global educational
practices along increasingly marketised lines. At the same time,
the nature of the counter-hegemonic discourses also in circulation
in these sectors is also considered. Collectively, the chapters in
the book seek to shed light on the possibilities for resistance and
the prospect of change from a variety of theoretical and
(inter)cultural perspective. The chapters in this book were
originally published in a special issue of the journal, Language
and Intercultural Communication.
Literacy and the Bilingual Learner focuses on bilingual learners in
London (UK) schools and colleges and aims to bring this
marginalised group into sharper relief so as to allow their
distinctive skills and resources to be acknowledged and to ensure
greater access to quality education. While the interest is in
literacy more widely, this book will look specifically at the
teaching of reading. How do bilingual learners develop identities
as readers and how are they supported in the journey to forms of
literacy which serve their social needs and academic aspirations in
the twenty first century? The book takes both a sociocultural and
sociolinguistic approach to literacy, to include a strong emphasis
on critical literacy. An over-riding theme of the book, defined and
developed across chapters which address different learning
contexts, is the role of critical literacy as key in allowing
second language learners to engage with the key debates of our age.
Literacy and the Bilingual Learner explores the literacy
development of bilingual learners in London (UK) schools and
colleges through a series of vignettes and case studies of learners
and their educational experiences.
Understanding what constitutes expertise in language learning and
teaching is important for theoretical reasons related to
psycholinguistic, and applied linguistic, inquiry. It also has many
significant applications in practice, particularly in relation to
the training and practice of language teachers and improvements in
students' strategies of learning. In this volume, methodologies for
establishing what constitutes expert practice in language teaching
and learning are discussed and the contributions address the fields
of listening, reading, writing, speaking and communication
strategies, looking at common characteristics of the "expert
teacher" and the "expert learner."
Understanding what constitutes expertise in language learning and
teaching is important for theoretical reasons related to
psycholinguistic, and applied linguistic, enquiry. It also has many
significant applications in practice, particularly in relation to
the training and practice of language teachers and improvements in
students' strategies of learning. In this volume, methodologies for
establishing what constitutes expert practice are discussed and the
contributions address the fields of listening, reading, writing,
speaking and communication strategies, looking at common
characteristics of the 'expert teacher' and the 'expert learner'.
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