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Language and education.

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This book highlights that language matters permeate all areas of higher education and that language matters for everyone involved in academic institutions: in policy, in teaching and learning, in administration, in research and in leadership. The chapters in this volume address national, institutional and local levels, and range from legal texts to students' and teachers' stories across disciplines. It provides a useful picture for all those who work in the various fields of higher education. Contributors are: Britt-Marie Apelgren, Tove Bull, Josep Maria Cots, Ann-Marie Eriksson, Sylva Frisk, Lídia Gallego-Balsà, Peter Garrett, Linnea Hanell, Luke Holmes, Niina Hynninen, Kathrin Kaufhold, Maria Kuteeva, Ragnhild Ljosland, Heidi Rontu, Taina Saarinen, Linus Salö and Susanne Strömberg Jämsvi.

Language and education --- Education, Higher

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This book investigates the impact of creative writing tests on classroom practice in Pakistan. All National Education Policies in Pakistan since 1959 have expressed grave concern at the deteriorating standard of Board Examinations but no significant steps have been taken to improve the examination system. The method of assessment in the Pakistani classroom is influenced by the Board Examinations, with the students memorising the essays and stories from their textbooks and reproducing them. The Board Examination tends to produce negative washback as it damages learners' creative talents. Appropriate changes in the textbooks and the external examination, however, will, in turn, definitely improve the teaching and assessment practices in the classroom.

Language and education --- Educational tests and measurements

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"Language and Decoloniality in Higher Education brings together a collection of diverse papers that address, from various angles, the issue of decoloniality, language and transformation in higher education. It reflects the authors' cumulative years of experience as educators in higher education in different southern contexts. Distilled as case studies, the authors use a range of decolonial lenses to reflect on questions of knowledge, language and learning, and to build a reflexive praxis of decoloniality through multilingualism. Besides a number of decolonial persepectives which readers will be familiar with, this volume also explores a conceptual framework, Linguistic Citizenship, developed over the past two decades by scholars in southern Africa. In this collection, Linguistic Citizenship is used as a lens to 'think beyond' the inherited colonial matrices of language which have shaped this region (and many other southern contexts) for centuries, and to 're-imagine' multilingualism - and semiotics, more broadly - as a transformative resource in the broader project of social justice. Although each chapter has firm roots in the South African context, these studies have much to offer others in their 'quest for better worlds'. Of particular interest to global scholars are the authors' recounts of how they have grappled with leveraging the country's multilingual resources in the project of promoting academic access and success in the face of historical hierarchies of language and social power"--

Education, Higher --- Language and education --- Multilingualism

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Over the past 40 years, Jim Cummins has originated theories which have had a profound effect on the education of multilingual learners across the world. In this book he traces the development of these theories, and addresses the critiques they have received and their subsequent impact on his thinking and the application of his theories in schools.

Language and education. --- Linguistic minorities --- Multilingual education. --- Education. --- Language and education --- Multilingual education --- Education