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This book explores the freedom to use the language resources we
have at our disposal to learn to our fullest, to engage in inquiry
about learning and teaching, and to go beyond the surface in topics
of schooling and education. Within a particular school context, the
author explores how these freedoms came into being, how they took
shape, and what they meant for the individuals involved. She shows
that the individual and social freedoms in which the teacher and
the learner operate within schools are important measures and
outcomes of intellectual development. In connecting language,
culture, learning, and intellectual development as freedoms in her
own life, the author explores a new way of seeing the role of
multiple languages in education and the freedom to learn.
This book explores the freedom to use the language resources we
have at our disposal to learn to our fullest, to engage in inquiry
about learning and teaching, and to go beyond the surface in topics
of schooling and education. Within a particular school context, the
author explores how these freedoms came into being, how they took
shape, and what they meant for the individuals involved. She shows
that the individual and social freedoms in which the teacher and
the learner operate within schools are important measures and
outcomes of intellectual development. In connecting language,
culture, learning, and intellectual development as freedoms in her
own life, the author explores a new way of seeing the role of
multiple languages in education and the freedom to learn.
The case studies in this book are based on transcripts of classroom
interaction in nine different countries. In each chapter, the first
author explains the specific context and through a theoretical
and/or experiential perspective interprets the transcript data. The
data are then re-interpreted by other authors in the book,
illustrating the complexity and richness of interpretation and
creating a dialogue among the book's contributors. At the end of
each chapter, readers are then invited with assistance to join in
the conversation by providing their own interpretations of other
transcript data from the same context. The book will be useful for
student teachers or practicing professionals, as well as all
educators interested in exploratory classroom research.
This book brings together visions and realities of multilingual
schools throughout the world in order to examine the pedagogical,
socioeducational, and sociopolitical issues that impact on their
development and success. The chapters describe and analyze
pedagogical, instructional, and policy efforts to develop
multilingualism through school with different targeted populations
-- immigrant students, indigenous peoples, traditional minorities,
majorities, and multiethnic/multilingual groups. Each contribution,
many written by well-known scholars in the field of bilingual and
multilingual education, affirms the desirability of multilingualism
as a societal resource and as a right of individuals, while
acknowledging the social, economic and political differences that
make the acquisition of multilingualism easy for some, and
difficult for others. And yet, the book focuses on the school as a
place of promise and resistance, having the potential to preserve,
recover, and expand the world's linguistic diversity. The
introduction, written by the co-editors, identifies the conceptual
threads that are developed throughout the chapters. But the
chapters themselves remind us of the importance of local
conditions, despite the global pressures of the 21st century, in
imagining and creating multilingual educational spaces.
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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