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The oceans cover over 70% of our planet. They are host to a
biodiversity of tremendous wealth. Its preservation is now a global
priority featuring in several international conventions and a
confirmed objective of European policies and national strategies.
Understanding the dynamics and the uses of the marine biodiversity
is a genuine scientific challenge. Fourteen international experts
have got together and identified five priority research themes to
address the problem, based on analysing the state of knowledge.
"The Literature Workbook" is a practical introductory textbook for
literary studies, which can be used either for independent study or
as part of a class. Laying the foundation for the further study of
literature, "The Literature Workbook" introduces the beginning
student to the essential analytic and interpretative skills that
are needed for literary appreciation and evaluation. It also equips
the teacher with practical tools and materials for use in seminars
or when assigning written assessments and projects. Arranged
according to genre and chronology, the chapters acquaint the reader
with a range of key figures in English literature and encourages
the reader to think about them in their historical and cultural
contexts. Adopting a user-friendly case-study approach each chapter
contains exercises and activities, discussion hints, project work
and suggestions for further reading. The workbook also includes a
glossary and a subject and name index.
Author Biography: Clara Calvo is Lecturer in English Literature at the University of Murcia, Spain. Her publications include Power Relations and Fool-Master Discourse in Shakespeare, and she is a regular contributor to The Year's Work in English Studies. Jean Jacques Weber is Professor of English at University Centre Luxembourg. His publications include Critical Analysis of Fiction, Twentieth-Century Fiction (co-edited, Routledge 1995) and The Stylistics Reader (co-edited for Routledge 1996).
Utilizing recent trends in literary and language theory, "Twentieth
Century Fiction: From Text to Context" makes new theoretical
insights available to its audience. Contributors to this volume
employ analytical and interpretive strategies which are not
intended to be prescriptive, but rather are presented in such a way
as to facilitate critical reading and evaluation.
The collection's essays, which are arranged into three groups
focusing on the textual level, narrative and context, explore a
number of 20th century authors including Fowles, Foster, Lessing
and Woolf. In addition, this user-friendly text includes a detailed
subject index, a full glossary and helpful suggestions for further
reading.
Designed not only for native English speakers, but also for those
who read English as a foreign or second language, "Twentieth
Century Fiction: From Text to Context" provides an indispensable
introduction which is both sensitive and enabling.
By applying recent trends in literary and language theory to a range of 20th Century fiction, the contributors to this text make new theoretical insights available to student readers. The analytical and interpretive strategies examined in this book are not intended to be prescriptive, rather they are presented in such a way as to facilitate critical reading and evaluation. The essays, which are arranged into three groups and which focus on the textual level, narrative and context, look at a wide range of Twentieth Century authors including Fowles, Foster, Lessing and Woolf. In addition, this student-friendly text includes a detailed subject index, a full glossary and helpful suggestions for further reading. Aimed at beginning students of English Language and Literature and Applied Linguistics, and advanced students of English as a Foreign or Second Language, 20th Century Fiction provides an essential introduction to the subject which is both sensitive and enabling.
This book examines the benefits of multilingual education that puts
children's needs and interests above the individual languages
involved. It advocates flexible multilingual education, which
builds upon children's actual home resources and provides access to
both the local and global languages that students need for their
educational and professional success. It argues that, as more and
more children grow up multilingually in our globalised world, there
is a need for more nuanced multilingual solutions in
language-in-education policies. The case studies reveal that
flexible multilingual education - rather than mother tongue
education - is the most promising way of moving towards the elusive
goal of educational equity in today's world of globalisation,
migration and superdiversity.
How do individuals experience multilingualism and mobility in the
context of Europeanization and globalisation? The contributors
explore language-in-education policies and family language
policies, as well as the complex interface between multilingualism
and space. They provide fresh insights on key issues in
sociolinguistics, multilingualism and language policy via
discussion of rich qualitative data. The multiple sites analysed in
the chapters are located in France, Germany, Luxembourg, Hungary
and Moldova. Some of the chapters dealing with France, including
one about the overseas French territory of La Reunion, are written
in French.
Introducing Multilingualism is a comprehensive and user-friendly
introduction to the dynamic field of multilingualism. Adopting a
compelling social and critical approach and covering important
social and educational issues, the authors expertly guide readers
through the established theories, leading them to question dominant
discourses on subjects such as integration, heritage and language
testing. This second edition has been fully revised and updated,
featuring new chapters on multilingualism in new media, the
workplace and the family. Other key topics include: language as a
social construct language contact and variation language and
identity the differences between individual and societal
multilingualism translanguaging flexible multilingual education.
With a wide range of engaging activities and quizzes and a
comprehensive selection of case studies from around the world, this
is essential reading for undergraduate students and postgraduate
students new to studying multilingualism.
Introducing Multilingualism is a comprehensive and user-friendly
introduction to the dynamic field of multilingualism. Adopting a
compelling social and critical approach and covering important
social and educational issues, the authors expertly guide readers
through the established theories, leading them to question dominant
discourses on subjects such as integration, heritage and language
testing. This second edition has been fully revised and updated,
featuring new chapters on multilingualism in new media, the
workplace and the family. Other key topics include: language as a
social construct language contact and variation language and
identity the differences between individual and societal
multilingualism translanguaging flexible multilingual education.
With a wide range of engaging activities and quizzes and a
comprehensive selection of case studies from around the world, this
is essential reading for undergraduate students and postgraduate
students new to studying multilingualism.
This is a book about language and education in one of the smallest
European Union member-states, Luxembourg. It presents the results
of an ethnographic study of code-switching and language ideologies
among transnational, luso-descendant youngsters attending a number
of youth centres in Luxembourg city. It offers a comprehensive
description of the processes of construction and negotiation of
new, emergent identities and ethnicities. The author considers the
implications of these results for language-in-education policy,
including the EU policy of multilingualism. He criticizes
mother-tongue education and advocates instead the use of "literacy
bridges." Clearly argued and widely applicable, this book is
essential reading for students and researchers interested in
multilingualism, migration and education.
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Welcome Aboard (French, DVD)
Patrick Chesnais, Jeanne Lambert, Miou Miou, Jacques Weber, Xavier Gallais, …
4
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R41
Discovery Miles 410
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Ships in 10 - 20 working days
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A sixty-something painter and a teenage runaway make an unlikely
partnership in this comedy drama from French director Jean Becker.
Deciding he's had enough of his mundane life, depressed painter
Taillandier (Patrick Chesnais) leaves it all behind and hits the
road in an effort to find solace. En route, he gives a lift to
teenager Marylou (Jeanne Lambert) who has been thrown out by her
mother. Over the course of their travels the pair, despite some
initial setbacks, gradually begin to earn each others respect, in
the process helping one another to finally get their lives back on
track.
In the social sciences and humanities, researchers often qualify
the period in which we are living as 'late-modern', 'post-modern'
or 'superdiverse'. These terms seek to capture changing conditions
and priorities brought about by a new social order. This social
order is characterized, among other traits, by an increased
visibility of social, cultural and linguistic diversity, arising
out of unprecedented migration and mobility patterns. It is also
associated with the development of information and communication
technologies, which in the digital era transform communication
patterns, identities, relationships and possibilities for action.
For education, these late-modern conditions create numerous
interesting challenges, given that they are of course reflected in
the classroom and other sites of learning. Conditions of
'superdiversity' mean that, in educational institutions, varied
practices, linguistic repertoires, and symbolic resources come into
contact, posing questions about how institutions and actors choose
to deal with this diversity. Likewise, digital technologies with
their possibilities for assembling and using multimodal texts in
new ways transform the learning experience, redefining what counts
as teaching, learning, knowledge, or assessment. By providing
careful analyses of policies and interactions in superdiverse,
technologically complex, educational contexts, the authors of this
volume contribute something important: they give a shape - a
semiotic form - to some of the issues raised by transnational
migration, sociocultural diversity, and digital complexity. They
construct a framework for reflecting about the new social order and
its impact on education. They also reveal the kinds of new
questions and new terrains that can and must be explored by
linguistic research if it wants to stay relevant for education in
these times of change.
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