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This book presents research on the situation minority language
schoolchildren face when they need to learn languages of
international communication, in particular English. The book takes
minority languages as a starting point and it bridges local and
global perspectives in the analysis of multilingual education
contexts. It examines the interaction of minority languages and
cultures, majority languages and lingua franca-s in a variety of
settings across different regions and countries on all continents.
Even though all chapters in this book involve minority languages,
the issues discussed are relevant to any context in which more than
language is used in education. The book reveals challenges and
opportunities of multilingual education by discussing issues such
as Northern and Southern concepts, language education policies,
language diversity, interethnic understanding, multimodal language
practices, power, conflict, identity and prestige, among many
others. “This is the volume that finally accounts for
multilingual education from a truly multilingual perspective by
involving proposals and research from a variety of multilingual
speech communities in the world. The (linguistically) rich Ethiopia
and Mexico can teach the poor Europe and other Northern countries
about multilingual education. CLIL promoters may learn from Finnish
Sámi and Canadian Innu and Mi’gmaq indigenous communities as
well as from Basque results. Speakers and teachers of minority and
international languages will certainly be glad to hear the news.
There is no need for a monolingual bias or tunnel vision in
acquiring English in non-English speaking communities. This volume
includes new challenging pedagogical perspectives while pointing to
interesting conclusions for worldwide educational authorities”.
Maria Pilar Safont Jord , Universitat Jaume I, Castelló,
Spain
This book presents research on the situation minority language
schoolchildren face when they need to learn languages of
international communication, in particular English. The book takes
minority languages as a starting point and it bridges local and
global perspectives in the analysis of multilingual education
contexts. It examines the interaction of minority languages and
cultures, majority languages and lingua franca-s in a variety of
settings across different regions and countries on all continents.
Even though all chapters in this book involve minority languages,
the issues discussed are relevant to any context in which more than
language is used in education. The book reveals challenges and
opportunities of multilingual education by discussing issues such
as Northern and Southern concepts, language education policies,
language diversity, interethnic understanding, multimodal language
practices, power, conflict, identity and prestige, among many
others. This is the volume that finally accounts for multilingual
education from a truly multilingual perspective by involving
proposals and research from a variety of multilingual speech
communities in the world. The (linguistically) rich Ethiopia and
Mexico can teach the poor Europe and other Northern countries about
multilingual education. CLIL promoters may learn from Finnish Sami
and Canadian Innu and Mi gmaq indigenous communities as well as
from Basque results. Speakers and teachers of minority and
international languages will certainly be glad to hear the news.
There is no need for a monolingual bias or tunnel vision in
acquiring English in non-English speaking communities. This volume
includes new challenging pedagogical perspectives while pointing to
interesting conclusions for worldwide educational authorities .
Maria Pilar Safont Jorda, Universitat Jaume I, Castello, Spain"
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