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China has huge ethnic minorities - over 40 different groups with a
total population of over 100 million. Over time China's policies
towards minority languages have varied, changing from policies
which have accommodated minority languages to policies which have
encouraged integration. At present integrationist policies
predominate, notably in the education system, where instruction in
minority languages is being edged out in favour of instruction in
Mandarin Chinese. This book assesses the current state of
indigenous and minority language policy in China. It considers
especially language policy in the education system, including in
higher education, and provides detailed case studies of how
particular ethnic minorities are being affected by the
integrationist, or assimilationist, approach.
China has huge ethnic minorities ? over 40 different groups with a
total population of over 100 million. Over time China's policies
towards minority languages have varied, changing from policies
which have accommodated minority languages to policies which have
encouraged integration. At present integrationist policies
predominate, notably in the education system, where instruction in
minority languages is being edged out in favour of instruction in
Mandarin Chinese. This book assesses the current state of
indigenous and minority language policy in China. It considers
especially language policy in the education system, including in
higher education, and provides detailed case studies of how
particular ethnic minorities are being affected by the
integrationist, or assimilationist, approach.
No less than other minorities, Asian women scholars are confronted
with racial discrimination and stereotyping as well as disrespect
for their research, teaching, and leadership, and are
underrepresented in academia. In the face of such barriers, many
Asian female scholars have developed strategies to survive and
thrive. This book is among the first to examine their lived
experience in Western academic discourses. It addresses the
socio-cultural, political, academic, and personal issues that Asian
female scholars encounter in higher education. The contributors to
this book include first- and second-generation immigrants who are
teachers and researchers in higher education and who come from a
wide range of Asian nations and backgrounds. They here combine new
research and personal narratives to explore the intersecting layers
of relationships that impact their lives-language, culture,
academic discourses, gender, class, generation, and race. The book
is replete with the richness and complexity of these scholars'
struggles and triumphs in their professional and personal
realms.This powerful and engaging volume: * Examines and celebrates
the struggles and triumphs that Asian female scholars experience as
they try to "make it" in academic environments that may differ
sharply from the culture of their countries of origin; * Highlights
the unique contributions the authors have made to research, theory,
and the profession;* Establishes the authors' claim to visibility
and a voice for themselves and more generally for Asian women in
the academy; * Opens a dialogue on these critical issues by sharing
the academic and personal experiences of senior and junior scholars
alike; and * Contributes tothe on-going discussion on issues
pertinent to the status of minority female scholars in higher
education.
Dewey's idea of Project-based Learning (PBL) was introduced into
the field of second language education nearly two decades ago as a
way to reflect the principles of student-centered teaching (Hedge,
1993). Since then, PBL has also become a popular language and
literacy activity at various levels and in various contexts (see
Beckett, 1999; Fried-Booth, 2002; Levis & Levis, 2003;
Kobayashi, 2003; Luongo- Orlando, 2001; Mohan & Beckett, 2003;
Weinstein, 2004). For example, it has been applied to teach various
ESL and EFL skills around the world (e.g., Fried-Booth, 2002). More
recently, PBL has been heralded as the most appropriate approach to
teaching content-based second language education (Bunch, et al.,
2001; Stoller, 1997), English for specific purposes (Fried-Booth,
2002), community-based language socialization (Weinstien, 2004),
and critical and higher order thinking as well as problem-solving
skills urged by the National Research Council (1999). Despite this
emphasis, there is a severe shortage of empirical research on PBL
and research-based frameworks and models based on sound theoretical
guidance in general and second and foreign language education in
particular (Thomas, 2000). Also missing from the second and foreign
language education literature is systematic discussion of PBL work
that brings together representative work, identifying obvious gaps,
and guiding the field toward future directions. This, first of its
kind, volume bridges these obvious gaps through the original work
of international scholars from Canada, Israel, Japan, Singapore,
and the US.
Dewey's idea of Project-based Learning (PBL) was introduced into
the field of second language education nearly two decades ago as a
way to reflect the principles of student-centered teaching (Hedge,
1993). Since then, PBL has also become a popular language and
literacy activity at various levels and in various contexts (see
Beckett, 1999; Fried-Booth, 2002; Levis & Levis, 2003;
Kobayashi, 2003; Luongo- Orlando, 2001; Mohan & Beckett, 2003;
Weinstein, 2004). For example, it has been applied to teach various
ESL and EFL skills around the world (e.g., Fried-Booth, 2002). More
recently, PBL has been heralded as the most appropriate approach to
teaching content-based second language education (Bunch, et al.,
2001; Stoller, 1997), English for specific purposes (Fried-Booth,
2002), community-based language socialization (Weinstien, 2004),
and critical and higher order thinking as well as problem-solving
skills urged by the National Research Council (1999). Despite this
emphasis, there is a severe shortage of empirical research on PBL
and research-based frameworks and models based on sound theoretical
guidance in general and second and foreign language education in
particular (Thomas, 2000). Also missing from the second and foreign
language education literature is systematic discussion of PBL work
that brings together representative work, identifying obvious gaps,
and guiding the field toward future directions. This, first of its
kind, volume bridges these obvious gaps through the original work
of international scholars from Canada, Israel, Japan, Singapore,
and the US.
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