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Content-based language learning in multilingual educational environments
The spread of English as an international language along with the desire to maintain local languages lead us to consider multilingualism as the norm rather than the exception. Consequently, bi/multilingual education has bloomed over the last decades. This volume deals with one such type of education currently in the spotlight as an essentially European strategy to multilingualism, CLIL (Content and Language Integrated Learning), in which curricular content is taught through a foreign language. The book contributes new empirical evidence on its effects on linguistic and attitudinal outcomes focusing on bi/multilingual learners who acquire English as an additional language. Moreover, it presents critical analyses of factors influencing multilingual education, the effects of CLIL on both language and content learning, and the contrast between CLIL and other models of instruction. The research presented suggests that CLIL can greatly enhance language acquisition in multilingual settings.
Book
Hindi is our ground, English is our sky
Contents: - On mother and other tongues: language ideology, inequality, and contradiction. - Disparate markets: the uneven resonance of language-medium schooling in the nation. - Advertising in the periphery: modes of communication and the production of school value. - An alter voice: questioning the inevitability of the language-medium divide. - In and out of the classroom: a focus on English.
eBook
Teacher collaboration and talk in multilingual classrooms
Inhalt: Introduction -- Theoretical and methodological frameworks -- Policy into practice -- Teachers in multilingual mainstream classrooms: enacting inclusion -- Teachers talking. the discourses of collaborating teachers -- The discursive positionings of teachers in collaboration -- Teacher collaboration in support and withdrawal modes -- Teaching partnerships -- Content based language learning and language based content learning. learning a secondary language in the mainstream -- Bilingual teachers and students in secondary school classrooms. using Turkish for curriculum learning -- Mediating allegations of racism. bilingual EAL teachers in action -- Conclusion.
eBook
Researching language teacher cognition and practice
This book presents a wide range of methodological perspectives on researching what teachers think and do in language teaching. It contains chapters by the editors and a leading expert in teacher cognition, as well as eight case studies by new researchers, accompanied by commentaries by internationally known researchers.
eBook
Enacting and Envisioning Decolonial Forces while Sustaining Indigenous Language
Through the presentation of visual and textual insights, this
book chronicles the experiences of Quechuan bilingual college
students, who strive to maintain their ethnolinguistic identity
while succeeding in Spanish-centric curricula. The book merges
decolonial theory and participatory action research in pursuit of
mobilizing Indigenous languages such as Quechua and depicts the
ways in which these Andean college students deal with limited
opportunities for Quechua-Spanish bilingual practices. It provides
an overview of their collective efforts to mobilize Quechua in
higher education, efforts which will help all who read it
understand the maintenance of the Quechua language beginning at the
grassroots level. The author advocates for engaging language
researchers in critical collective forces at the core of conditions
which promote Quechua in higher education, a collective effort
which must reflect decolonial, non-Eurocentric, non-fundamentalist
Indigenous concepts in combination with action-oriented cultural
wealth for the benefit of minoritized languages and peoples.
eBook
Language policy and the internationalization of universities : a focus on Estonian higher education
Many universities around the world are actively engaged in the process of the internationalization of their higher education systems, trying to become more competitive in all possible respects, especially in the areas of research and teaching. Language, naturally, plays a central role in this process, but this is not always explicitly recognized as such. As a result, key sociolinguistic challenges emerge for both individuals and groups of people. Most prominently, the question of whether English constitutes an opportunity or a threat to other national languages in academic domains is a controversial one and remains unresolved. The analysis featured in this book aims at addressing this question by looking at language policy developments in the context of Estonian higher education. Adopting a discourse approach, the book emphasises the centrality of language not only as a site of struggle, but as a tool and a resource that agents in a given filed utilize to orient themselves in certain positions. The book will be of interest to language policy scholars, linguistic anthropologists, and critical sociolinguists. Education scholars interested in discourse studies will also find it useful.
Book
Quality and Equity in Education
This book presents a vision of plurilingual, intercultural education, demonstrates how it can be realised in practice, and does so in a way which is easily and quickly accessible to teachers of all subjects and in all educational institutions, as well as to other educationists, including policymakers.
eBook