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This book explores Singapore's language education system. Unlike
previous volumes, which discuss the bilingual requirement for
learning, it focuses on Singapore's quadrilingual system, bringing
together articles on each of the four languages - English,
Mandarin, Malay and Tamil - as well as articles that examine more
than one language. It highlights past successes, current concerns,
and future directions for language education. The book focuses on
classroom pedagogy in all four official languages, showcasing how
languages are taught and learned in Singapore as a basis for better
understanding the system "from the inside out." The authors present
empirical, classroom-based studies on language pedagogy in all four
languages, as well as updated information on the current
socio-political context and how it has influenced attempts at
pedagogical innovation. Consideration is given to the dialectical
relationship between policy and practice. The chapters also include
discussions of pre-school-age learning, influences of language
policy, home literacy practices, and commentaries by international
language-in-education scholars. This approach also provides a basis
for international comparison - especially for those who are
interested in fostering English proficiency while maintaining one
or more national languages. The volume is particularly important in
light of the continuing international efforts to integrate English
into national educational systems where it is not the dominant
language.
This book explores the importance of language in content learning.
It focuses on teachers' roles, knowledge and understanding of
language in school contexts (including academic language and
disciplinary languages) to support students. It examines teachers'
language-related knowledge base for content teaching, which include
teachers' knowledge of and about language, knowledge of (their)
students and their pedagogical knowledge. This book also explores
how teachers' knowledge of language, students and content are
linked as part of a larger pedagogical content knowledge, which
includes knowledge of the role of language in content learning. As
well, it further considers literacy (and literacies) as part of
this examination of teachers' knowledge of language.
Teachers in any subject area must have a basic understanding of how
language is learned and used in educational contexts because
language impacts teaching and learning across all subjects. This
book is written specifically for those teachers and teacher
traineeslearning to teach who want to know more about language
learning and use in educational contexts and, especially, those who
care about the social implications of language in education.
Chapters address crucial questions that teachers must address: How
is language structured? How is language learned at home and in
school, by first, second and bilingual language learners? How is
language used in classrooms to shape learning? How does language
vary in different regions and due to social characteristics of
users? How can language be used to make meaning in different modes
(oral/written) and contexts? How do language policies intersect
with education policies, and how do these impact teachers? The
chapters are full of examples of language use in educational
contexts to help readers understand language in action. The
examples not only highlight key points, they also provide
opportunities for readers to deepen their understanding by
experiencing analysis of language. Each chapter closes with a
discussion of relevance to educational settings and questions which
can be used for in-class discussion or personal reflection.
Suggestions for further readings and online viewing are included,
and a comprehensive companion website is available
Teachers in any subject area must have a basic understanding of how
language is learned and used in educational contexts because
language impacts teaching and learning across all subjects. This
book is written specifically for those teachers and teacher
traineeslearning to teach who want to know more about language
learning and use in educational contexts and, especially, those who
care about the social implications of language in education.
Chapters address crucial questions that teachers must address: How
is language structured? How is language learned at home and in
school, by first, second and bilingual language learners? How is
language used in classrooms to shape learning? How does language
vary in different regions and due to social characteristics of
users? How can language be used to make meaning in different modes
(oral/written) and contexts? How do language policies intersect
with education policies, and how do these impact teachers? The
chapters are full of examples of language use in educational
contexts to help readers understand language in action. The
examples not only highlight key points, they also provide
opportunities for readers to deepen their understanding by
experiencing analysis of language. Each chapter closes with a
discussion of relevance to educational settings and questions which
can be used for in-class discussion or personal reflection.
Suggestions for further readings and online viewing are included,
and a comprehensive companion website is available
This edited volume is dedicated to the exploration of English
language acquisition and development outside of the largely
monolingual environments of North America, the United Kingdom and
Australia. Specifically, the studies investigate different facets
of English language learning in Singapore, and uses this experience
to forge connections with other New English contexts. Using
empirical data drawn from a range of language classrooms, the
contributors emphasise the place of education within a global
framework of English language learning. In so doing they examine
economic, social and political factors influencing language
education, and present a refreshingly global perspective on English
language acquisition. This comprehensive examination of language
learning in New English contexts will be of interest to researchers
in applied linguistics and world Englishes.
This title examines economic, social and political factors
influencing language education, and presents a global perspective
on English language acquisition. This book is dedicated to the
exploration of English language acquisition and development outside
of the largely monolingual environments of North America, the
United Kingdom and Australia. Specifically, the studies investigate
different facets of English language learning in Singapore, and use
this experience to forge connections with other New English
contexts.Using empirical data drawn from a range of language
classrooms, the contributors emphasise the place of education
within a global framework of English language learning. In so doing
they examine economic, social and political factors influencing
language education, and present a refreshingly global perspective
on English language acquisition. This comprehensive examination of
language learning in New English contexts will be of interest to
researchers in applied linguistics and world Englishes.
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