- Subject(s):Teaching Practice and Professional Development
- Author(s):Androula Yiakoumetti
- Available from: June 2014
A collaborative series with the University of Cambridge Faculty of Education, drawing practical insights from international research. The Cambridge Education Research series publishes in three strands. The Teacher Education strand provides a re-examination of aspects of national and international teacher education systems or analysis of contextual examples of innovative practice. The International Education Reform strand examines the global and country-specific moves to reform education and teacher development. Books in the Language Education strand address the multilingual context of education in different national and international settings.
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In today’s world – one characterised by globalisation, transnationalism, transmigration and super-diversity – there exists an urgent need to critically examine language in education, language policies, the role of English and linguistic diversity.Multilingualism and Language in Education explores language issues in the linguistically-diverse settings of Commonwealth countries, alongside supporting reports into the way these issues have been addressed in the United States. Countries within the Commonwealth provide some of the most instructive instances of language use as instruments of empowerment and oppression, cultural liberation, religious evangelism, and as a tool to unify, isolate and/or separate ethnic groups.The volume argues in favour of multilingualism and multiculturalism. The authors argue that, in order to optimise language education in linguistically-diverse settings often characterised by language power relations, both low-status and traditionally-prestigious languages should be used concurrently in education. These collected essays argue for the adoption of this approach in order to unlock the benefits associated with multilingualism.
Besides its academic significance, the volume has very considerable practical significance stemming from its potential to influence curriculum design in the burgeoning number of teacher-training programmes which seek to address issues of linguistic diversity.
Brings together numerous unique studies from around the world that evaluate the effects of incorporating linguistic diversity into formal education,
Uses case study results to identify common findings as well as to provide a meta-analytical overview.
- Introduction Language policy and practice with a focus on Commonwealth contexts Chapter 1 The sociolinguistic and language education landscapes of African Commonwealth countries Chapter 2 Multilingualism and language in education in Tanzania Chapter 3 Language-in-education policy and practice in Ghanaian classrooms: lessons from School for Life's complementary education programm Chapter 4 Language-in-education policy and practice in India: experiments on multilingual education for tribal children Chapter 5 Multilingual education in Singapore: beyond language communities? Chapter 6 Translanguaging in Singapore: discourse in monolingual versus bilingual classrooms Chapter 7 Home dialect at school: The case of Australian Aboriginal English-speaking students Chapter 8 Schooling within shifting langscapes: Educational responses in complex Indigenous language contact ecologie Chapter 9 School rules: language education policies and practices in the Creole-speaking Caribbean Chapter 10 Minority Languages in Canada in the Context of Official Bilingualism Chapter 11 Trouble on the Frontier: The Perils of Persisting Colonial Language Policies in Canada Chapter 12 Long-term English learners and language education policy Chapter 13 Translanguaging frameworks for teachers: macro and micro perspectives Chapter 14 Rethinking multilingualism: trajectories in policy, pedagogy and research in the UK Chapter 15 Dialects, education and social change in Malta and Gozo Chapter 16 The sociolinguistic and educational landscapes of Cyprus
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