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Power, Pedagogy, and Practice
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(Oxford) |
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| Edited by Norman
Whitney and Tricia Hedge |
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A collection of key papers
published in the ELT Journal between 1988 and 1995
divided into three main sections. Each section has
a commentary by the editors, linking the themes
and pointing to the importance of recent developments
in the field. It addresses issues of empowerment,
teacher education and development, and classroom
practice.
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Language Policies in Education: Critical
Issues
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(Lawrence Erlbaum Associates) |
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| Edited by James
W. Tollefson |
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How do language policies
in education serve the interests of dominant groups
within societies? How do policies marginalize some
students while granting privilege to others? How
do language policies in schools create inequalities
among learners? How can schools further the educational,
social, and economic interests of linguistic minorities?
These questions - the focus of the chapters in this
book are at the heart of fundamental debates about
the role of schools in society; the links between
language policies and inequalities of class, region,
and ethnicity/nationality; and conflicts between
linguistic minorities and "mainstream"
populations. The connections between language policies
and inequality are examined, as well as successful
efforts to use language policies in education to
assert the social and linguistic rights of language
minorities. The multiple meanings of critical language
policy study are highlighted. First, the term refers
to the field of critical linguistics. Second, the
book seeks to develop readers' ability to critically
"read" language policies - that is, to
understand the social and political implications
of particular policies adopted in specific historical
contexts. Third, it features chapters that are critical
of traditional analyses that fail to capture the
full social and political context of language policies
and too often accept uncritically the claims of
policy. This volume is intended for scholars and
other specialists in language policy, education,
applied linguistics, critical linguistics, and language
teaching. It is designed for use as a textbook in
graduate and advanced undergraduate courses on language
policy and language education. |
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| Medium of Instruction Policies: Which Agenda?
Whose Agenda? |
(Lawrence Erlbaum
Associates) |
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| Edited by James
W. Tollefson and Amy B.M. Tsui |
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Medium of instruction
policies in education have considerable impact not
only on the school performance of students and the
daily work of teachers, but also on various forms
of social and economic (in)equality. In many multiethnic
and multilingual countries, the choice of a language
for the medium of instruction in state educational
systems raises a fundamental and complex educational
question: what combination of instruction in students'
native language(s) and in a second language of wider
communication will ensure that students gain both
effective subject-content education, as well as
the second-language skills necessary for higher
education and employment? Beyond this educational
issue of choice of language(s) of instruction, medium
of instruction policies are also linked to a range
of important socio-political issues, including globalization,
migration, labour policy, elite competition, and
the distribution of economic resources and political
power. The contributors to this volume examine the
tension between the educational agendas and other
social and political agendas underlying medium of
instruction policies in different countries around
the world, and unravel the connections between these
policies and the related, critically important educational,
social, political and economic issues. |
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| Beyond Methods: Macrostrategies for Language
Teaching |
Yale University
Press |
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| By B Kumaravadivelu |
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In this original book,
Professor Kumaravadivelu presents a macrostrategic
framework designed to help both beginning and experienced
teachers develop a systematic, coherent, and personal
theory of practice. His book provides the tools
a teacher needs in order to self-observe, self-analyze,
and self-evaluate his or her own teaching acts.
The framework consists of ten macrostrategies based
on current theoretical, empirical, and experiential
knowledge of second language and foreign language
teaching. These strategies enable teachers to evaluate
classroom practices and to generate techniques and
activities for realizing teaching goals. With checklists,
surveys, projects and reflective tasks to encourage
critical thinking, the book is both practical and
accessible. Teachers and future teachers, researchers,
and teacher educators will find the volume indispensable.
[To view a sample chapter, click
here >>>] |
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