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From the origins of writing to today's computer-mediated communication, material technologies shape how we read and write, how we construe and share knowledge, and ultimately how we understand ourselves in relation to the world. However, communication technologies are themselves designed in particular social and cultural contexts and their use is adapted in creative ways by individuals. In this book, Richard Kern explores how technology matters to language and the ways in which we use it. Kern reveals how material, social and individual resources interact in the design of textual meaning, and how that interaction plays out across contexts of communication, different situations of technological mediation, and different moments in time. Showing how people have adapted visual forms to various media as well as to social needs, this study culminates in five fundamental principles to guide language and literacy education in a period of rapid technological and social change.

Language and languages --- Literacy --- Education, Bilingual --- Bilingual education --- Bilingualism --- Multilingual education --- Illiteracy --- Education --- General education --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Study and teaching --- Technological innovations. --- Computer-assisted instruction. --- Audio-visual aids. --- Teacher training.

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There seems to be general agreement that children learn better when they understand what the teacher is saying. In Africa this is not the case. Instruction is given in a foreign language, a language neither pupils nor the teachers understand well. This is the greatest educational problem there is in Africa. This is the problem this book discusses and it is therefore an important book. The recent focus on quality education becomes meaningless when teaching is given in a language pupils do not understand. Babaci-Wilhite concludes that any local curriculum that ignores local languages and contexts risks a loss of learning quality and represent a violation of children’s rights in education. The book is highly recommended. Birgit Brock-Utne, Professor of Education and Development, University of Oslo, Norway Zehlia Babaci-Wilhite’s illuminating African case studies display a mastery of the literature on policies related to not only language policies integrally related to human rights in education, but to the relationship between education and national development. The book provides a paradigm shift from focusing on the issue of schooling access to the very meaning education has for personal and collective identity and affirmation. As such, it will appeal to a wide audience of education scholars, policy makers and practitioners. Robert F. Arnove, Chancellor’s Professor Emeritus of Educational Leadership & Policy Studies, Indiana University, Bloomington, USA A very important and timely book that makes crucial contribution to critical reviews of the policies about languages of instruction and rights in education in Africa. Brilliantly crafted and presented with great clarity the author puts into perspective issues that need to be addressed to improve academic performance in Africa’s educational systems in order to attain the goal of providing education for all as well as restoring rights in education. This can be achieved through critical examination of languages of instruction and of the cultural relevance of the curricula. Definitely required reading for scholars of education and human rights in general, in Africa in particular, as well as for education policy makers. Sam Mchombo, Associate Professor of African Languages and Linguistics, University of California, Berkeley, USA This book contributes to enlighten a crucial academic as well as a democratic and philosophical issue: The right to education and the rights in education, as it is seen in the dilemmas of the right to use your local language. It offers a high-level research and the work is both cutting edge and offers new knowledge to the fields of democracy, human rights and education. The book is a unique contribution to a very important academic discussion on rights in education connecting to language of instruction in schools, politics and power, as well as it frames the questions of why education and language can be seen as a human right for sustainable development in Africa. The actuality of the book is disturbing: We need to take the debate on human rights in education for the children of the world, for their future and for their right to a cultural identity. Inga Bostad, Director of the Norwegian Centre for Human Rights, University of Oslo, Norway.

Education. --- Education --- Social Sciences --- Education - General --- Education, Special Topics --- Native language and education --- Education, Bilingual --- Bilingual education --- Native language --- Use in schools --- Education, general. --- Bilingualism --- Multilingual education --- Language and education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Africa.

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Natalia Petrzela explores how in the late 1960s and 1970s, a growing number of Americans fused conventional values about family and personal morality with an Anglo jingoism, specifically marrying concerns about sexuality and language and blurring the distinction between public and private. Focusing on Spanish-bilingual and sex education in California, this book charts how during a time of extraordinary social change, grass-roots citizens defined the schoolhouse and family as politicized sites.

Public schools --- Education, Bilingual --- Sex instruction --- Education and state --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Sex --- Sex education --- Family life education --- Sex counseling --- Sexual health --- Bilingual education --- Bilingualism --- Multilingual education --- Common schools --- Grammar schools --- School funds --- Secondary schools --- Schools --- History --- Government policy --- Study and teaching

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This book offers an insight into the dynamics and complexities of learning and teaching English as a foreign language at primary level. Taking a Dynamic Systems Theory perspective, the chapters present the findings of longitudinal research undertaken in Croatia into the development of English in young learners. The book includes both qualitative and quantitative research and provides insights into internal individual learner factors and external micro and macro contextual factors which impact English learner development. Importantly, it tackles the unique position of English in today’s globalised world in detail. It therefore makes a major contribution to work on learning English by the digitalised generation and to understanding the impact of practices in the modern EFL classroom. The volume will appeal to anyone interested in new ways of researching the complex and dynamic phenomenon of the early learning of English.

English language --- Second language acquisition. --- Education, Bilingual. --- Tweedetaalverwerving. --- Engelskundervisning. --- Engelse taal --- Study and teaching (Primary) --- Foreign speakers. --- Taalverwerving. --- Didactiek. --- Bilingual education --- Bilingualism --- Multilingual education --- Second language learning --- Language acquisition --- Germanic languages --- Applied linguistics. --- EFL classroom. --- EFL development. --- ELT. --- FL education. --- Foreign Language Education. --- L2. --- SLA. --- development of English in young learners. --- dynamic systems theory. --- early second language learning. --- foreign language learning. --- primary English. --- primary education. --- second language learning. --- teaching. --- young learners.

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This volume explores the current position of CLIL on the three main fronts where it is attracting particular attention in specialized literature, namely, implementation, research, and teacher training. To this end, it presents evidence from national and international research projects, governmentally-financed pedagogical initiatives, grassroots experiences and investigations, and inter-institutional training programs which offer insights into how CLIL is working in action on the afore-mentioned three levels. The opening section of the book ("CLIL in action: Practical considerations") provides a window into how CLIL implementation is unravelling at the grassroots level vis-á-vis key aspects for CLIL development, such as the design of materials, the use of ICT, and the importance of extramural exposure. The second part ("The effects of CLIL on language learning: Research-based evidence") explores some key areas for future research, showcasing how engaging in research as a device that drives reflection is the best possible way to continue moving the CLIL agenda forward. Finally, in the third part ("Preparing teachers for CLIL: Practical proposals"), the interface of research and pedagogy is discussed, as the former informs the latter in a clear instantiation of what Coyle (2011) terms "evidence-based practice" in setting necessary teacher training actions in place. As such, the volume addresses three burning issues in the CLIL scenario through practical and research-based proposals of tried-and-true CLIL development. If all three strands - implementation, research, and training - dovetail and progress in harmony, a solid template will be built for the future and the CLIL agenda will be pushed forward. By pooling together the insights of a set of researchers, teacher trainers, policy makers, and grassroots practitioners, this volume will contribute to this much-needed endeavour.

Language and languages --- Language arts --- Artes del lenguaje --- Enseñanza bilingüe --- Interacción en educación --- Content area language arts instruction --- Correlation of language arts with content subjects --- Interdisciplinary approach in education --- Foreign language study --- Language and education --- Language schools --- Study and teaching. --- Correlation with content subjects. --- Relación con las materias de estudio --- Education, Bilingual. --- Interaction analysis in education. --- Analysis, Interaction (Education) --- Interaction process analysis in education --- Teacher-pupil interaction --- Observation (Educational method) --- Social interaction --- Teacher-student relationships --- Verbal behavior --- Bilingual education --- Bilingualism --- Multilingual education