|
Showing 1 - 2 of
2 matches in All Departments
Using data from multilingual settings in universities and adjacent
learning contexts in East Asia, North Africa, Central and North
America and Europe, this book provides examples of the heuristic
value of translanguaging and epistemological decentring. Despite
this and other theoretical and empirical work, and ever stronger
calls for the inclusion of other languages, epistemologies and
constructions of culture in higher education, decentring and
translanguaging practices are often relegated to the margins or
suppressed in research and education because of the organisational
structures of education institutions and prevailing language norms,
policies and ideologies. The authors draw on research on pluri- and
multilingualism within education studies, as well as post- and
decolonial theoretical contributions to the research on the role of
language in education and knowledge production, to provide evidence
that decentring cannot happen until learners have been given the
tools to identify which sorts of centring dynamics and conditions
are salient to their learning and (trans)languaging.
Using data from multilingual settings in universities and adjacent
learning contexts in East Asia, North Africa, Central and North
America and Europe, this book provides examples of the heuristic
value of translanguaging and epistemological decentring. Despite
this and other theoretical and empirical work, and ever stronger
calls for the inclusion of other languages, epistemologies and
constructions of culture in higher education, decentring and
translanguaging practices are often relegated to the margins or
suppressed in research and education because of the organisational
structures of education institutions and prevailing language norms,
policies and ideologies. The authors draw on research on pluri- and
multilingualism within education studies, as well as post- and
decolonial theoretical contributions to the research on the role of
language in education and knowledge production, to provide evidence
that decentring cannot happen until learners have been given the
tools to identify which sorts of centring dynamics and conditions
are salient to their learning and (trans)languaging.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Venus
Zara Larsson
CD
R370
Discovery Miles 3 700
|
Email address subscribed successfully.
A activation email has been sent to you.
Please click the link in that email to activate your subscription.