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CONTRIBUTIONS TO THE SOCIOLOGY OF LANGUAGE brings to students,
researchers and practitioners in all of the social and
language-related sciences carefully selected book-length
publications dealing with sociolinguistic theory, methods, findings
and applications. It approaches the study of language in society in
its broadest sense, as a truly international and interdisciplinary
field in which various approaches, theoretical and empirical,
supplement and complement each other. The series invites the
attention of linguists, language teachers of all interests,
sociologists, political scientists, anthropologists, historians
etc. to the development of the sociology of language.
"Teaching and Learning in a Multilingual School: Choices, Risks,
and Dilemmas" is for teachers and teacher educators working in
communities that educate children who do not speak English as a
first language. At the center of the book are findings from a
four-year critical ethnographic case study of a Canadian high
school with a large number of emigrant students from Hong Kong and
rich descriptions of the multitude of ways teachers and students
thought about, responded to, and negotiated the issues and dilemmas
that arose. The solutions and insights they derived from their
experiences of working across linguistic, cultural, and racial
differences will be extremely valuable to educators in other
locales that have become home to large numbers of immigrant
families. The book is designed to help readers think about how the
issues and dilemmas in the case study manifest themselves in their
own communities and how to apply the insights they gain to their
own teaching and learning contexts:
* Each chapter includes four components: an excerpt from the
ethnographic study; an analytic commentary on the ethnographic text
drawn from a variety of theoretical perspectives and academic
disciplines (including interactionist sociolinguistics, language
minority education, English as a Second Language education,
critical literacy, anti-racist education, and critical teacher
education); a pedagogical discussion; and suggestions for further
reflection and discussion.
* The book features the use of ethnographic play writing to engage
readers with the issues that arise in multicultural/multilingual
schools. The author's play "Hong Kong, Canada" is included in its
entirety and is used to stimulate further discussion of the issues
raised in each of the chapters.
* Although it is organized around two different kinds of schooling
dilemmas--dilemmas of speech and silence, and dilemmas of
discrimination--everyday dilemmas of curriculum and assessment are
also discussed throughout the book.
* A methodological discussion of the choices the author made while
designing, conducting, and writing up the critical ethnographic
case study makes the book useful in qualitative research
methodology courses.
* A set of strategies and activities is provided for helping
students develop English oral presentation skills.
Teaching and Learning in a Multilingual School: Choices, Risks, and
Dilemmas is for teachers and teacher educators working in
communities that educate children who do not speak English as a
first language. At the center of the book are findings from a
four-year critical ethnographic case study of a Canadian high
school with a large number of emigrant students from Hong Kong and
rich descriptions of the multitude of ways teachers and students
thought about, responded to, and negotiated the issues and dilemmas
that arose. The solutions and insights they derived from their
experiences of working across linguistic, cultural, and racial
differences will be extremely valuable to educators in other
locales that have become home to large numbers of immigrant
families. The book is designed to help readers think about how the
issues and dilemmas in the case study manifest themselves in their
own communities and how to apply the insights they gain to their
own teaching and learning contexts: * Each chapter includes four
components: an excerpt from the ethnographic study; an analytic
commentary on the ethnographic text drawn from a variety of
theoretical perspectives and academic disciplines (including
interactionist sociolinguistics, language minority education,
English as a Second Language education, critical literacy,
anti-racist education, and critical teacher education); a
pedagogical discussion; and suggestions for further reflection and
discussion. * The book features the use of ethnographic play
writing to engage readers with the issues that arise in
multicultural/multilingual schools. The author's play Hong Kong,
Canada is included in its entirety and is used to stimulate further
discussion of the issues raised in each of the chapters. * Although
it is organized around two different kinds of schooling
dilemmas--dilemmas of speech and silence, and dilemmas of
discrimination--everyday dilemmas of curriculum and assessment are
also discussed throughout the book. * A methodological discussion
of the choices the author made while designing, conducting, and
writing up the critical ethnographic case study makes the book
useful in qualitative research methodology courses. * A set of
strategies and activities is provided for helping students develop
English oral presentation skills.
In a set of compelling letters to teachers, Tara Goldstein
addresses a full range of issues facing lesbian, gay, bisexual,
transgender, and queer (LGBTQ) students and families at elementary
and secondary school. Goldstein talks to teachers about how they
can support LGBTQ students and families by normalizing LGBTQ lives
in the curriculum, challenging homophobic and transphobic ideas,
and building an inclusive school culture that both expects and
welcomes LGBTQ students and their families. Moving and energizing,
Teaching Gender and Sexuality at School provides readers with the
knowledge and resources they need to create safer and more positive
classrooms and discusses what it takes to build authentic, trusting
relationships with LGBTQ students and families.Includes "The
Unicorn Glossary" by benjamin lee hicks, the performed ethnography
Snakes and Ladders by Tara Goldstein, and the verbatim play Out at
School by Tara Goldstein, Jenny Salisbury, and Pam Baer.
In a set of compelling letters to teachers, Tara Goldstein
addresses a full range of issues facing lesbian, gay, bisexual,
transgender, and queer (LGBTQ) students and families at elementary
and secondary school. Goldstein talks to teachers about how they
can support LGBTQ students and families by normalizing LGBTQ lives
in the curriculum, challenging homophobic and transphobic ideas,
and building an inclusive school culture that both expects and
welcomes LGBTQ students and their families. Moving and energizing,
Teaching Gender and Sexuality at School provides readers with the
knowledge and resources they need to create safer and more positive
classrooms and discusses what it takes to build authentic, trusting
relationships with LGBTQ students and families.Includes "The
Unicorn Glossary" by benjamin lee hicks, the performed ethnography
Snakes and Ladders by Tara Goldstein, and the verbatim play Out at
School by Tara Goldstein, Jenny Salisbury, and Pam Baer.
Women Writing Letters Seasons 3 and 4 contains letters on the
following themes: A Letter to the Teacher I'll Never Forget, A
Letter to My First-Year Self, A Letter to My 16-Year Old Self, A
Letter to My Queer Family, A Letter to the Road I Didn't Travel, A
Letter to My Grandmother, and A Letter to My 18-Year Old Self.
Women Writing Letters Season 2 is a compilation of letters written
by women on the themes of god, spirituality, adolescence, love,
identity, working, and giving and receiving gifts. The letters were
originally performed throughout Season 2 of the Women Writing
Letters events hosted in Toronto. The event is produced by
independent theatre company Gailey Road Productions which is also
based in Toronto.
Women Writing Letters is a literary and performance event that is
hosted by an independent Toronto theatre company named Gailey Road
Productions. Four times a year Women Writing Letters brings
together renown and up-and-coming women artists to celebrate the
art of letter writing. The letters gathered here take on four
provocative themes: A Letter To The Night I'd Rather Forget, A
Letter To My _____ Birthday Ever, A Letter To The Things I Never
Told My Mother, and A Letter To My Nemesis. The writers are
playwrights, theatre artists, poets, graphic novelists, academics,
essayists, novelists, short fiction writers, and songwriters. Some
of the letters are funny. Some are sad. Some are funny and sad. All
of them are thoughtful and reflective.
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