Listing 1 - 10 of 152 | << page >> |
Sort by
|
Choose an application
In 1988, the first bilingual educational model in Latin America, managed autonomously by an indigenous social movement, was institutionalized in Ecuador. The will was to challenge the hierarchies of knowledge and an exclusive society. Since the colonial period, the indigenous population, their languages, knowledge and practices had been confined to a subordinate and invisible condition. It had been done through discourses and measures that imagined and manufactured 'the other as other', and reduced it to the space of the non-human, in order to legitimize exploitation and oppression. The indigenous movement, creator of the project, broke into history with the 1990 uprising, and presented itself as a subversive force whose purpose was to decolonize the Ecuadorian racist imaginary. He proposed a political and epistemological challenge, to build what Latin American critical thinking has called "critical interculturality." This proposal, different from multiculturalism, is forged in a counter-discourse that is based on creating a group ('we, the indigenous people') linked by centuries of discrimination, and an 'ancestral' and 'millennial' culture, which is recreated and reinvented claiming a new identity. In this book, the author analyzes the historical reasons why the Intercultural Bilingual Education (EIB) project emerged in Ecuador. In addition, the tensions between this, aimed at decolonizing knowledge and subverting racialized hierarchies, and how it was applied in a State that declares itself 'intercultural and plurinational'. Through an analysis that is historically based and solidly anchored in field work, she will try to answer the multiple questions that arise in the daily practice of the project.
Choose an application
Choose an application
Recent educational reform initiatives such as the Common Core State Standards (CCSS) largely fail to address the needs--or tap into the unique resources--of students who are developing literacy skills in both English and a home language. This book discusses ways to meet the challenges that current standards pose for teaching emergent bilingual students in grades K-8. Leading experts describe effective, standards-aligned instructional approaches and programs expressly developed to promote bilingual learners' academic vocabulary, comprehension, speaking, writing, and content learning. Innovative
Choose an application
"The Shoulders We Stand On traces the complex history of bilingual education in New Mexico, covering Spanish, Diné, and Pueblo languages. The book focuses on the formal establishment of bilingual education infrastructure and looks at the range of contemporary challenges facing the educational environment today. The book's contributors highlight particular actions, initiatives, and people that have made significant impacts on bilingual education in New Mexico, and they place New Mexico's experience in context with other states' responses to bilingual education. The book also includes an excellent timeline of bilingual education in the state. The Shoulders We Stand On is the first book to delve into the history of bilingual education in New Mexico and to present New Mexico's leaders, families, and educators who have pioneered program development, legislation, policy, evaluation, curriculum development, and teacher preparation in the field of bilingual multicultural education at state and national levels. Historians of education, educators, and educators in training will want to consider this as required reading"--
Choose an application
This book investigates the role native language plays in the process of acquiring a second language within a bilingual educational model. The research presented is based on a 2 year longitudinal study of students in a bilingual school. Particular attention is paid to the development of academic language proficiency. Performance in both languages was compared between two groups of peers learning in submersion classes in Germany and in Portugal. This comparison allows the assessment of effects of a given bilingual education programme. There is a considerable advantage found for the students who learned in the bilingual environment, both in written and in oral samples. These students developed a more proficient bilingual academic discourse ability; socioeconomic status and cognitive abilities were controlled for. When comparing the results with an external measure for school achievement, the advantage was confirmed. The results also hint at didactic factors which seem to contribute to this performance.
Choose an application
This book traces a history of bilingual education in the US, unveiling the role of politics in policy development and implementation. It introduces readers to past systemic supports for creation of diverse bilingual educational programs and situates particular instances and phases of expansion and decline within related sociopolitical backdrops.
Choose an application
Choose an application
This book adopts a raciolinguistic perspective to examine the ways in which dual language education programs in the US often reinforce the racial inequities that they purport to challenge. The chapters adopt a range of methodologies, disciplines and language foci to challenge mainstream and scholarly discourses on dual language education.
Choose an application
There is an urgent need to critically integrate and review the international research literature with a view to informing public debates and policy making regarding the medium of instruction in Hong Kong and other Southeast Asian contexts. This book aims to meet this need.
Choose an application
This volume introduces the reader to ongoing research on the study of biliteracy, and highlights recent trends in the promotion of biliteracy and multiliteracies in education. Literacy issues have come under the microscope of researchers in recent decades. The very concept of literacy includes skills such as understanding, interpreting, and managing different text types in different sociocultural environments. Therefore, the pioneers in the study of literacy characterize it as one multidimensional concept with social and cultural components, or go even further by talking about pluriliteracies/multiliteracies, which emerge through the complex linguistic and value practices adopted by speakers of multilingual societies in the 21st century.The contributions gathered here will give the reader a general idea of where research is heading in the areas of biliteracy and multiliteracies, especially in view of multilingualism and its ever-changing conditions. The authors situate their research within current debates in terms of theory and empirical data. In this volume, the reader will find several chapters discussing issues of biliteracy and multiliteracies in a wide variety of settings, countries, and orientations, including Brazil, Cyprus, Greece, Iceland, Malta, Portugal, and the USA.
Listing 1 - 10 of 152 | << page >> |
Sort by
|