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This volume provides a state-of-the-art snapshot of language and
education research and demonstrates ways in which local and global
processes are intertwined with language learning, use, and
policies. Reflecting but also expanding on Nancy Hornberger’s
ground-breaking contributions to educational linguistics, this book
brings together leading international scholars. Chapters present
new research and cutting-edge syntheses addressing current
theoretical and methodological issues in researching equity,
access, and multilingual education. Organized around three central
themes --- bilingual education and bilingualism, the continua of
biliteracy, and policy and planning for linguistic diversity in
education --- the volume reflects the holistic and dynamic
perspective on language (in) education that is the hallmark of
educational linguistics as a field.
In the sociopolitics of language, sometimes yesterday's solution is
tomorrow's problem. This volume examines the evolving nature of
language acquisition planning through a collection of papers that
consider how decisions about language learning and teaching are
mediated by a confluence of psychological, ideological, and
historical forces. The first two parts of the volume feature
empirical studies of formal and informal education across the
lifespan and around the globe. Case studies map the agents,
resources, and attitudes needed for creating moments and spaces for
language learning that may, at times, collide with wider beliefs
and policies that privilege some languages over others. The third
part of the volume is devoted to conceptual contributions that take
up theoretical issues related to epistemological and conceptual
challenges for language acquisition planning. These contributions
reflect on the full spectrum of social and cognitive factors that
intersect with the planning of language teaching and learning
including ethnic and racial power relations, historically situated
political systems, language ideologies, community language
socialization, relationships among stakeholders in communities and
schools, interpersonal interaction, and intrapersonal development.
In all, the volume demonstrates the multifaceted and socially
situated nature of language acquisition planning.
In the sociopolitics of language, sometimes yesterday's solution is
tomorrow's problem. This volume examines the evolving nature of
language acquisition planning through a collection of papers that
consider how decisions about language learning and teaching are
mediated by a confluence of psychological, ideological, and
historical forces. The first two parts of the volume feature
empirical studies of formal and informal education across the
lifespan and around the globe. Case studies map the agents,
resources, and attitudes needed for creating moments and spaces for
language learning that may, at times, collide with wider beliefs
and policies that privilege some languages over others. The third
part of the volume is devoted to conceptual contributions that take
up theoretical issues related to epistemological and conceptual
challenges for language acquisition planning. These contributions
reflect on the full spectrum of social and cognitive factors that
intersect with the planning of language teaching and learning
including ethnic and racial power relations, historically situated
political systems, language ideologies, community language
socialization, relationships among stakeholders in communities and
schools, interpersonal interaction, and intrapersonal development.
In all, the volume demonstrates the multifaceted and socially
situated nature of language acquisition planning.
As pressure builds on the educational systems of the world to serve
the needs of increasingly diverse multilingual populations and at a
time when multilingualism and multiliteracy are clearly socially
and economically advantageous, the need to understand relationships
between language and education is particularly acute. Since its
formulation in the 1970s, educational linguistics has been
developing specifically to address this need. More than the
application of concepts from the discipline of linguistics to the
field of education, educational linguistics has taken shape as the
transdisciplinary investigation of language issues in and around
educational settings. Accordingly, it has emerged as an area of
inquiry that is unified by its focus on education but diverse in
both methodology and theoretical underpinnings. Directions and
Prospects for Educational Linguistics explores the innovations that
have developed from creative syntheses of methodological and
theoretical approaches. The volume provides unique insights into
current practices and new frontiers for educational linguistics by
bringing together contributions from scholars who draw upon on
established research traditions while at the same time pushing
their boundaries beyond the confines of specific disciplines. Each
essay serves as a thought provoking starting point for scholars and
advanced graduate students to contemplate directions and prospects
for research that contributes to linguistically appropriate and
socially responsible education.
Directions and Prospects for Educational Linguistics explores
innovations that have developed from the creative syntheses of
diverse methodological and theoretical approaches used to explore a
broad rang of issues and topics related to language (in) education.
The volume provides unique insights into current practices and new
frontiers for educational linguistics by bringing together
contributions from scholars who draw upon on established research
traditions while at the same time pushing their boundaries beyond
the confines of specific disciplines. Each paper serves as a
thought provoking starting point for scholars and advanced graduate
students to contemplate directions and prospects for research that
contributes to linguistically appropriate and socially responsible
education.
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