Lin / Martin Decolonisation, Globalisation

Language-in-Education Policy and Practice
1. Auflage 2005
ISBN: 978-1-85359-826-5
Verlag: Multilingual Matters
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 3, 224 Seiten, Format (B × H): 148 mm x 210 mm

Reihe: New Perspectives on Language and Education

This volume brings together scholars from around the world to juxtapose the voices of classroom participants alongside the voices of ruling elites with the aim of critically linking language policy issues with classroom practice in a range of contexts. The volume is suitable for postgraduate students, researchers and educators in a range of areas.

Autoren/Hrsg.

Lin, Angel

Martin, Peter

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Author Biodata

Allan Luke: Foreword: On the Possibilities of a Post-postcolonial Language Education

1. Angel M.Y. Lin and Peter Martin: From a Critical Deconstruction Paradigm to a Critical Construction Paradigm: An Introduction to Decolonisation, Globalisation and Language-in-Education Policy and Practice

2. E. Annamalai: Nation-building in a Globalised World: Language Choice and Education in India

3. Angel M.Y. Lin: Critical, Transdisciplinary Perspectives on Language-in-Education Policy and Practice in Postcolonial Contexts: The Case of Hong Kong

4. Rani Rubdy: Remaking Singapore for the New Age: Official Ideology and the Realities of Practice in Language-in-Education

5. Peter Martin: ‘Safe’ Language Practices in Two Rural Schools in Malaysia: Tensions between Policy and Practice

6. Abdolmehdi Riazi: The Four Language Stages in the History of Iran

7. Timothy Reagan and Sandra Schreffler: Higher Education Language Policy and the Challenge of Linguistic Imperialism: A Turkish Case Study

8. Grace W. Bunyi: Language Classroom Practices in Kenya

9. Margie Probyn: Language and the Struggle to Learn: The Intersection of Classroom Realities, Language Policy, and Neocolonial and Globalisation Discourses in South African Schools

10. Birgit Brock-Utne: Language-in-Education Policies and Practices in Africa with a Special Focus on Tanzania and South Africa – Insights from Research in Progress

11. A. Suresh Canagarajah: Accommodating Tensions in Language-in-Education Policies: An Afterword

Index

Über Autor(innen)

Lin, Angel
Angel M.Y. Lin is Professor and Tier 1 Canada Research Chair in Plurilingual and Intercultural Education in the Faculty of Education, Simon Fraser University, Canada. She is well-respected for her interdisciplinary research in Content and Language Integrated Learning (CLIL), classroom interaction analysis, bilingual and multilingual education, academic literacies, and language policy and planning in postcolonial contexts. She has published over 90 research articles and six research books including Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts.

Martin, Peter
Peter Martin is Senior Lecturer and Director of the Centre for English Language Teacher Education and Applied Linguistics in the School of Education at the University of Leicester. His research interests include bilingualism, bilingual education, language education, classroom discourse and language shift.

Angel Lin is Associate Professor in the Department of English and Communication at the City University of Hong Kong. She teaches and researches in the areas of critical discourse analysis, urban and school ethnography, bilingual education, feminist cultural studies and postcolonial studies.

Peter Martin is Senior Lecturer and Director of the Centre for English Language Teacher Education and Applied Linguistics in the School of Education at the University of Leicester. His research interests include bilingualism, bilingual education, language education, classroom discourse and language shift.