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In this timely volume, international scholars examine how
multilingual schooling is handled in schools across the world with
a series of case studies from South Africa, Nigeria, Germany,
Colombia, Slovakia, New Zealand, and Taiwan. Presenting new
contributions arising from the varied contexts of multilingualism
today, this collection urges educators to employ broader
definitions of multilingualism; to treat the intricate messiness of
language modes and language community goals as factors that mediate
instructional and organizational designs, practices, and policies;
to question the hopes or disappointments of democracy as we now
know it; and, to consider the connections or disconnections of
teaching with the cultures represented in the classroom.
Demonstrating the commonalities among exemplars of practice, this
book will help U.S. educators construct more effective policies and
programs for multilingual instruction in K-12 schools.
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