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Teaching --- Higher education --- Educational sciences --- Linguistics --- HO (hoger onderwijs) --- talenonderwijs --- linguïstiek --- lesgeven --- Didactics of languages --- Grammar

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In the sociopolitics of language, sometimes yesterday’s solution is tomorrow’s problem. This volume examines the evolving nature of language acquisition planning through a collection of papers that consider how decisions about language learning and teaching are mediated by a confluence of psychological, ideological, and historical forces. The first two parts of the volume feature empirical studies of formal and informal education across the lifespan and around the globe. Case studies map the agents, resources, and attitudes needed for creating moments and spaces for language learning that may, at times, collide with wider beliefs and policies that privilege some languages over others. The third part of the volume is devoted to conceptual contributions that take up theoretical issues related to epistemological and conceptual challenges for language acquisition planning. These contributions reflect on the full spectrum of social and cognitive factors that intersect with the planning of language teaching and learning including ethnic and racial power relations, historically situated political systems, language ideologies, community language socialization, relationships among stakeholders in communities and schools, interpersonal interaction, and intrapersonal development. In all, the volume demonstrates the multifaceted and socially situated nature of language acquisition planning.

Language acquisition --- Research. --- Education. --- Multilingualism. --- Language policy. --- Educational policy. --- ducation and state. --- Language and education. --- Language Education. --- Language Policy and Planning. --- Educational Policy and Politics. --- Educational linguistics --- Education --- Language and languages --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Glottopolitics --- Institutional linguistics --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Communication policy --- Language planning --- Plurilingualism --- Polyglottism --- Government policy --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Acquisition --- Language and languages. --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Education and state.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

In the sociopolitics of language, sometimes yesterday’s solution is tomorrow’s problem. This volume examines the evolving nature of language acquisition planning through a collection of papers that consider how decisions about language learning and teaching are mediated by a confluence of psychological, ideological, and historical forces. The first two parts of the volume feature empirical studies of formal and informal education across the lifespan and around the globe. Case studies map the agents, resources, and attitudes needed for creating moments and spaces for language learning that may, at times, collide with wider beliefs and policies that privilege some languages over others. The third part of the volume is devoted to conceptual contributions that take up theoretical issues related to epistemological and conceptual challenges for language acquisition planning. These contributions reflect on the full spectrum of social and cognitive factors that intersect with the planning of language teaching and learning including ethnic and racial power relations, historically situated political systems, language ideologies, community language socialization, relationships among stakeholders in communities and schools, interpersonal interaction, and intrapersonal development. In all, the volume demonstrates the multifaceted and socially situated nature of language acquisition planning.

Didactics of languages --- Educational sciences --- Linguistics --- Language and literature --- onderwijspolitiek --- talenonderwijs --- linguïstiek --- meertaligheid