|
Showing 1 - 4 of
4 matches in All Departments
The Routledge Handbook of Plurilingual Language Education is the
first comprehensive publication on plurilingualism, offering a
multidimensional reflection on the nature, scope, and potential of
plurilingualism in language education and society. Authored by a
range of internationally recognized experts, the Handbook provides
an overview of key perspectives on plurilingualism in a
complementary range of fields. After a comprehensive introduction
to the concept itself, 24 chapters are organized in six parts, each
examining plurilingualism through a different lens. The Handbook
spans historical, philosophical, and sociological dimensions,
examines cognitive and neuroscientific implications, and the
limitations of boundaries before moving to a pragmatic perspective:
How is plurilingual language education developing in different
contexts around the world? How can it contribute to language
revitalization? How can it be expected to develop in education,
digital spaces, and society as a whole? Written for an
international audience, this handbook is an indispensable reference
tool for scholars in education and applied linguistics, educators,
graduate and post-graduate students, and policy makers.
This book presents the background to the current shift in language
education towards action-oriented/action-based teaching, and
provides a theorization of the Action-oriented Approach (AoA). It
discusses the concepts and theories that paved the way for the AoA
and explores their relevance for the way language education is
conceived and implemented in the classroom. In the process, it
revisits the concept of competence and discusses the dynamic
notions of mediation and plurilingualism. The authors explain the
way in which the Common European Framework of Reference for
Languages (CEFR) and its recent update, the CEFR Companion Volume,
broaden the scope of language education, in particular in relation
to the actional turn. The book provides scholars and practitioners
with a research-informed description of the AoA, explains its
implications for curriculum planning, teaching and assessment, and
elaborates on its pedagogical implications.
This book presents the background to the current shift in language
education towards action-oriented/action-based teaching, and
provides a theorization of the Action-oriented Approach (AoA). It
discusses the concepts and theories that paved the way for the AoA
and explores their relevance for the way language education is
conceived and implemented in the classroom. In the process, it
revisits the concept of competence and discusses the dynamic
notions of mediation and plurilingualism. The authors explain the
way in which the Common European Framework of Reference for
Languages (CEFR) and its recent update, the CEFR Companion Volume,
broaden the scope of language education, in particular in relation
to the actional turn. The book provides scholars and practitioners
with a research-informed description of the AoA, explains its
implications for curriculum planning, teaching and assessment, and
elaborates on its pedagogical implications.
This book challenges the reader to rethink and reimagine what
diversity in language education means in transnational
societies. Bringing together researchers and practitioners
who contributed to the international LINguistic and Cultural
DIversity REinvented (LINCDIRE)Â project, the book examines
four pillars of innovation in language education: the
Action-oriented approach, Plurilingualism, Indigenous
epistemologies and Technology enhanced learning. The book
critically discusses plurilingual pedagogical approaches that draw
on learners' linguistic and cultural repertoires to encourage and
support the dynamic use of languages in curricular
innovation. It is a fundamental resource for language
teachers, curriculum designers and educational researchers
interested in understanding current thinking on the relevance and
benefit of a plurilingual paradigm shift for language education in
today's societies. More specifically, this book: Examines
the development of plurilingualism and the potential of real-life
oriented teaching and learning. Explores the concept of
plurilingual and pluricultural competence. Focuses on collaboration
and reflection from a humanistic tradition. Explores educational
technology and explains the limitations and challenges of adopting
ready-made tools. Highlights the iterative, design-based research
process that informed the development of LINCDIRE’s pedagogical
framework and action-oriented scenarios. Introduces practical
examples of action-oriented tasks and scenarios, and illustrates
the online tool (LITE) in terms of its current functionalities and
design. Describes the implementation challenges and opportunities
of plurilingual action-oriented tasks and discusses the results of
implementation. Finally, the book examines future
pedagogical innovation and research directions in order to help
readers reflect on the implications of achieving sustainable change
in language education. This exciting collection addresses an
important question in language education: How can plurilingualism
and cultural diversity be harnessed to promote sustainable
innovation in language learning and teaching? Readers will find
contributions from the diverse authors timely, compelling, and
engaging. — Dr. Bonny Norton, FRSC, University Killam Professor,
UBC Dept. of Language & Literacy Education, Canada Embracing a
design-based research framework, this book offers learners and
teachers powerful validation and a rich, relatable and inspiring
action-oriented approach to holistic, dynamic, mediated, embodied,
true-to-life, plurilingual language teaching and learning. — Dr.
Elka Todeva, Professor of Applied Linguistics, MATESOL Program /
Advanced Seminar in Plurilingual Pedagogy, SIT Graduate Institute,
Washington, D.C. Anyone seeking innovation in Language Education
will find in this volume a treasure trove of theoretical, empirical
and methodological insights to answer the questions that arose
among the 25 co-authors’ discussions to rethink language use,
language learning, and language teaching. — Dr. Mercedes Bernaus,
Emeritus Professor, Universitat Autònoma de Barcelona, Spain This
thought-provoking and timely book argues convincingly for the need
to reconceptualize innovation in language education in an
increasingly diverse world. —Dr. Regine Hampel, Associate Dean
(Research Excellence), Faculty of Wellbeing, Education and Language
Studies, The Open University, UK
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|