From a courtroom in Bulawayo to a nursery in Birmingham, the authors use local contexts to foreground how the vulnerable, particularly those from minority language backgrounds, continue to be excluded, whilst offering a powerful demonstration of the potential for change offered by individual agency, resistance and struggle. Each chapter is grounded in theory and provides implications for engaged practice. Register a Free 1 month Trial Account. The discussion considers first the communal, crafts and social characteristics of educational research. The social role of educational research and the researcher is also considered.
Please click button to get class language and education book now. Author by : Bambi B. It specifically focuses on the way in which speakers and writers linguistically encode their beliefs, interests and biases in a wide range of media. The book draws on an extensive array of linguistic theories and frameworks and each chapter includes a self-contained introduction to a particular topic in linguistics, allowing easy reference. Pre-reading Questions and Discussion Questions in each chapter facilitate comprehension and encourage dialogue. It even unbalances the scientific objectivity of researchers in the social sciences, not only among those who abide by the theory of natural aptitudes, but also among its sharpest critics, such as Basil Bernstein, Pierre Bourdieu and J C Passeron, w.
The book covers issues of interracial relationships, expatriation, equality and employment practices as well as the broader topics of gender and identity. The book covers issues of interracial relationships, expatriation, equality and employment practices as well as the broader topics of gender and identity. The work collectively represents a new direction in language policy studies. In recent years there have been major changes to educational systems in the Western world. The book presents the argument that policy must occupy the space between 'linguistics of community' and 'linguistics of contact' in a way that balances individual autonomy and group recognition while not reifying 'language'. The primary objective of this study was to make a critical appraisal of the implementation of vernacular education in the Harari region and examine the challenges of providing primary education in several Ethiopian and international languages, i. With contributions from across the social sciences and humanities, this book will appeal to scholars from a range of disciplines, including sociology, cultural studies, anthropology, law, linguistics, literary studies, philosophy and political science.
Rethinking Heritage Language Education is an edited collection that brings together emerging and established researchers interested in the education field of Heritage Language Education to negotiate its concepts and practices, and investigate the correlation between culture and language from a pedagogic and cosmopolitical point of view. This book shows how teachers can help learners bridge the gap between formal instruction and autonomous language learning. This site is like a library, Use search box in the widget to get ebook that you want. The research explores the complex and often contradictory roles English has played in national development. Through such linkages, language ideologies underpin not only linguistic form and use, but also significant social institutions and fundamental nottions of person and community.
Central topics also covered include: - An assessment of the most influential theorists of learning and teaching - The ways in which public educational policy impinges on local practice - The nature and role of language and culture in formal educational settings - An assessment of different models of 'good teaching' - Alternative models of curriculum and pedagogy. The book Discusses the arguments concerning humanist and structuralist Marixsm. The question whether cognitive linguistics is not an ideology itself is not tabooed. The E-mail message field is required. Often these changes have been justified by reference to successful educational practices in other countries.
Although the book is focused on textbook and materials analysis, rather than evaluation, most chapters discuss implications for curriculum design and materials development and therefore will be relevant to scholars working in those fields. Although this process forms a key part of their education, it remains largely invisible. This book answers these questions by investigating the personal and professional identity development of ten Western women who teach English in various educational contexts in Japan, all of whom have Japanese spouses. The author argues that essentialist ideology is efficient through its unconscious component and is imposed on everyone. While out-of-class learning will not replace the classroom, ultimately all successful learners take control of their own learning.
Central topics also covered include: - An assessment of the most influential theorists of learning and teaching - The ways in which public educational policy impinges on local practice - The nature and role of language and culture in formal educational settings - An assessment of different models of 'good teaching' - Alternative models of curriculum and pedagogy. Technology is part and parcel of out-of-class language learning, and has been a primary source that learners actively use to construct language learning experience beyond the classroom. The Ethiopian educational language policy is radical in its scope and unique in Sub-Saharan Africa and elsewhere, and it invites a close examination of its ideological foundation and, even more so, its implementation model. Often these changes have been justified by reference to successful educational practices in other countries. The final chapter examines how the teacher can act to maximize the benefits of peer interactive tasks through how they design tasks and present them to the class. This book, however, shows how important the teacher's role is. The book develops a theoretical account of language policies as discursive constructions of ideological positions and explicates how ideologies are developed through an examination of case studies from a range of countries.
It examines policies for foreign languages, immigrant languages, indigenous languages and external language spread. However, it is not always possible simply to abstract educational practices from one context and apply them in another successfully. Language, Ideology and Education: The Politics of Textbooks in Language Education comprehensively surveys theoretical perspectives and methodological issues in the critical examination of language textbooks. The Luxembourgish educational system is then confronted with the common practice of trilingualism and a high proportion of foreigners in its classrooms. This truly international and interdisciplinary collection explores the implications that language, always materialising in the form of a historically and ideologically identifiable discourse, as well as the concept of ideology itself, have for the construction, definition and ways of speaking about 'the human'. Although the book is focused on textbook and materials analysis, rather than evaluation, most chapters discuss implications for curriculum design and materials development and therefore will be relevant to scholars working in those fields. The author considers areas of ideology not previously examined and offers new perspectives on realism and fantasy.