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This short volume provides a comprehensive and synoptic view of
Joshua A. Fishman's contributions to international sociolinguistics
from 1949 to the present. Readers will find in this volume the
essential understandings of Fishmanian sociolinguistics in two
short essays that integrate his life's work. The first essay by
GarcÃa and Schiffman identifies the major theoretical
contributions and the development of Fishmanian sociolinguistics,
often echoing Fishman's own words. The essay by Peltz then analyzes
Fishman´s contributions to Yiddish scholarship, as well as the
role of that scholarship in his general work. These essential
understandings are then extended through Fishman's own concluding
sentiments, as well as by the comprehensive and up-to-date
bibliography of over 1,000 titles of Joshua A. Fishman's work,
compiled by his wife, Gella Schweid Fishman. Together, the
contributions in this volume pay tribute to the life work of one of
the world's most prolific and original scholars in the field of
sociolinguistics -- the founder of what we refer to in this volume
as Fishmanian sociolinguistics.
Learn how to enact curricular, pedagogical, and policy shifts that
nourish students' linguistic repertoires, redefine teaching and
learning as reciprocal endeavors, promote student-to-student
interactions that help newcomers feel less isolated, and create
opportunities for students to experiment with language in both
academic and informal settings. Drawing on their experience working
with hundreds of educators and thousands of students in
linguistically diverse school settings (grades 7–12), the authors
challenge readers to engage in critical, collective action as they
transform their approach to languaging, agency, and authority in
the classroom. Ideas and strategies come alive through classroom
vignettes, student stories, and samples of student poetry, prose,
and art—as well as examples of linguistically affirming
approaches to online teaching. The book is an enlightening
professional conversation that represents the importance and impact
of multicultural and culturally responsive education that
ultimately leads to linguistically inclusive education for
newcomers and other language learners.Book Features: Draws from
classroom-based research in linguistically diverse school districts
in Southern California that use an arts-based, multiliteracy
enrichment program designed for newcomer and emergent bilingual
students. Examines the ideological, curricular, pedagogical, and
political factors that shape the daily experiences of students who
are new to the United States and in the process of incorporating
English into their linguistic repertoires. Shows examples of how
educators create classrooms where newcomer and emergent bilingual
students' identities, languaging, and humanity are invited,
affirmed, and amplified. Features the voices of students who
courageously explore their identities, experiment with their
voices, and share their vision of what a radically inclusive
community can be.
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