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This book critically engages with theoretical shifts marked by the
'multilingual turn' in applied linguistics, and articulates the
complexities associated with naming and engaging with the everyday
language practices of bi/multilingual communities. It discusses
methodological approaches that enable researchers and educators to
observe and interact with these communities and to understand their
teaching and learning needs. It also highlights pedagogical
approaches and instructional strategies involved with learning and
teaching language and/or content curriculum to students across
various learning and educational contexts. The book addresses
recent debates on the multi/plural turn in applied linguistics and
articulates the limitations of these debates - particularly the
absence of discussion of social power relations and contexts in
applying different theoretical lenses. It features empirical
research from primarily North American classrooms to highlight how
plurilingual pedagogies take shape in unique educational contexts,
resisting monolingual approaches to language in education.
Furthermore, it includes commentary/response pieces from
established scholars in dialogue with recent plurilingual research
in the field, to put the work in critical perspective within extant
theories and literature.
This book critically engages with theoretical shifts marked by the
'multilingual turn' in applied linguistics, and articulates the
complexities associated with naming and engaging with the everyday
language practices of bi/multilingual communities. It discusses
methodological approaches that enable researchers and educators to
observe and interact with these communities and to understand their
teaching and learning needs. It also highlights pedagogical
approaches and instructional strategies involved with learning and
teaching language and/or content curriculum to students across
various learning and educational contexts. The book addresses
recent debates on the multi/plural turn in applied linguistics and
articulates the limitations of these debates - particularly the
absence of discussion of social power relations and contexts in
applying different theoretical lenses. It features empirical
research from primarily North American classrooms to highlight how
plurilingual pedagogies take shape in unique educational contexts,
resisting monolingual approaches to language in education.
Furthermore, it includes commentary/response pieces from
established scholars in dialogue with recent plurilingual research
in the field, to put the work in critical perspective within extant
theories and literature.
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