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The development of bilingual education in South America can be traced back to the arrival of the Spanish and Portuguese colonisers in the 15th and 16th centuries, when Catholic missionaries began their evangelisation of the indigenous peoples using local vernaculars, as well as Latin, Spanish and Portuguese. Traditionally, debate on bilingual education has been conducted in two separate arenas: majority language contexts involving international languages, such as English, French, Spanish and Portuguese, and minority community contexts aimed at maintaining native Amerindian languages as well as the different Sign Languages of the South American Deaf communities. This book presents an integrated vision of bilingual education in six South American nations: three Andean countries, Peru, Ecuador, and Colombia, and three ‘Southern Cone’ countries, Brazil, Argentina and Paraguay. It includes work carried out in minority as well as majority language contexts, referring to developments in the fields of indigenous, Deaf, and international bilingual and multilingual provision.
Education, Bilingual --- Bilingualism --- Language and languages --- Languages in contact --- Multilingualism --- Bilingual education --- Multilingual education --- Education, Bilingual - South America - Cross-cultural studies --- Bilingualism - South America - Cross-cultural studies --- South America. --- bilingual education. --- language education.
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Linguistic Diversity and Teaching raises questions and provides a context for reflection regarding the complex issues surrounding new English learners in the schools. These issues exist within a highly charged political climate and involve not only language, but also culture, class, ethnicity, and the persistent inequities that characterize our educational system. The text addresses these issues through conversations among experts, practitioners, and readers that are informed by representative case studies and by a range of theoretical approaches. It is designed to engage readers in beg
Native language and education --- Education, Bilingual --- Bilingual education --- Bilingualism --- Multilingual education --- Native language --- Education --- Language and education --- Use in schools --- Case studies --- Education, Bilingual - Case studies
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Language, Space, and Power describes the sociolinguistic and sociocultural life of a Spanish-English dual language classroom in which attention is given to not only the language learning processes at hand but also to how race, ethnicity, and gender dynamics interact within the language acquisition process.
Education, Bilingual. --- Language acquisition --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Bilingual education --- Bilingualism --- Multilingual education --- Social aspects. --- Acquisition --- Language acquisition - Social aspects. --- bilingual education. --- bilingualism. --- minority language.
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Designed to stimulate debate and critical thinking and to draw readers' attention to the ideological nature of literacy education across a broad range of literacy contexts, this book crosses traditional boundaries between the study of family, community, and school literacies to offer a unique global perspective on multiple literacies, from theory to case studies of various settings. These examples suggest ways that literacy practices should be created by simultaneously shaping relationships and identity, and by privileging particular literacy practices in particular situations. The dialogue wi
Literacy --- Education, Bilingual --- Critical pedagogy --- Bilingual education --- Bilingualism --- Multilingual education --- Illiteracy --- Education --- General education --- Critical humanism in education --- Radical pedagogy --- Critical theory --- Popular education --- Transformative learning --- Social aspects --- Cross-cultural studies
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This unique book provides a lively introduction to the theory and research surrounding the adult learning of English for Speakers of Other Languages. Offering a digest and discussion of current debates, the book examines a wide geographical and social spread of issues, such as: * how to understand the universal characteristics of learning an additional language * what makes a 'good' language learner * multilingualism and assumptions about monolingualism * learning the written language * the effect of recent Government immigration policy on language learning processes. As a majority of adults learning ESOL are from communities of immigrants, refugees and asylum seekers, understanding the diversity of social and personal history of learners is a critical dimension of this book. It also recognises the social pressures and tensions on the learners away from the classroom and discusses various types of classroom and language teaching methodologies. Full of practical activities and case studies, this book is essential reading for any basic skills teacher undertaking a course of professional development, from GNVQ through to post-graduate level.
Education, Bilingual --- English language --- English teachers --- EFL (Language study) --- English as a foreign language --- English as a second language --- English to speakers of other languages --- ESL (Language study) --- ESOL (Language study) --- Teaching English as a second language --- TEFL (Language study) --- TESL (Language study) --- Bilingual education --- Bilingualism --- Multilingual education --- Teacher training. --- Study and teaching --- Foreign speakers. --- Training of. --- Teacher training --- Foreign students --- Germanic languages
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This volume looks at the interactions of collaborating teachers in multilingual classrooms and how these impact on what counts as knowledge in the secondary school classroom. It also looks at how policy statements and ideologies around multilingualism position teachers and learners in particular ways. A linguistic ethnographic approach is taken in the study, which considers the discourses of whole class and small group teaching and learning. Chapters consider the relation between different languages, different pedagogues and different teacher identities in the secondary school classroom. The book documents how a policy of inclusion is played out in practice.
Native language and education - England - London - Case studies. --- Native language and education --- Education, Bilingual --- Children of immigrants --- Language policy --- Education, Special Topics --- Education --- Social Sciences --- Glottopolitics --- Institutional linguistics --- Language and languages --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Communication policy --- Language planning --- First generation children --- Immigrants' children --- Second generation children --- Immigrants --- Bilingual education --- Bilingualism --- Multilingual education --- Native language --- Language and education --- Education (Secondary) --- Government policy --- Use in schools
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