Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Pioneering in the comparison of standard language teaching in Europe, the International Mother tongue Education Network (IMEN) in the last twenty-five years stimulated experts from more than fifteen European countries to participate in a range of research projects in this field of qualitative educational analyses. The volume “Research on mother tongue education in a comparative international perspective – Theoretical and methodological issues” documents theoretical principals and methodological developments that during the last decades shaped IMEN research and may enlarge the fundaments of comparative qualitative research in language education in a seminal way. The topics of this volume include: • IMEN’s aims, points of departure, history and methodology; • research on the professional practical knowledge of MTE-teachers; • innovation, key incident analysis and international triangulation; • positioning in theory and practice. Also included: the IMEN bibliography 1984-2004 which supplies a complete picture of IMEN research activities from the beginning.

Native language and education. --- Native language --- Language and education --- Education --- Study and teaching. --- Use in schools --- Language And Languages --- Language Arts & Disciplines

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Linguistic Diversity and Teaching raises questions and provides a context for reflection regarding the complex issues surrounding new English learners in the schools. These issues exist within a highly charged political climate and involve not only language, but also culture, class, ethnicity, and the persistent inequities that characterize our educational system. The text addresses these issues through conversations among experts, practitioners, and readers that are informed by representative case studies and by a range of theoretical approaches. It is designed to engage readers in beg

Native language and education --- Education, Bilingual --- Bilingual education --- Bilingualism --- Multilingual education --- Native language --- Education --- Language and education --- Use in schools --- Case studies --- Education, Bilingual - Case studies

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

There seems to be general agreement that children learn better when they understand what the teacher is saying. In Africa this is not the case. Instruction is given in a foreign language, a language neither pupils nor the teachers understand well. This is the greatest educational problem there is in Africa. This is the problem this book discusses and it is therefore an important book. The recent focus on quality education becomes meaningless when teaching is given in a language pupils do not understand. Babaci-Wilhite concludes that any local curriculum that ignores local languages and contexts risks a loss of learning quality and represent a violation of children’s rights in education. The book is highly recommended. Birgit Brock-Utne, Professor of Education and Development, University of Oslo, Norway Zehlia Babaci-Wilhite’s illuminating African case studies display a mastery of the literature on policies related to not only language policies integrally related to human rights in education, but to the relationship between education and national development. The book provides a paradigm shift from focusing on the issue of schooling access to the very meaning education has for personal and collective identity and affirmation. As such, it will appeal to a wide audience of education scholars, policy makers and practitioners. Robert F. Arnove, Chancellor’s Professor Emeritus of Educational Leadership & Policy Studies, Indiana University, Bloomington, USA A very important and timely book that makes crucial contribution to critical reviews of the policies about languages of instruction and rights in education in Africa. Brilliantly crafted and presented with great clarity the author puts into perspective issues that need to be addressed to improve academic performance in Africa’s educational systems in order to attain the goal of providing education for all as well as restoring rights in education. This can be achieved through critical examination of languages of instruction and of the cultural relevance of the curricula. Definitely required reading for scholars of education and human rights in general, in Africa in particular, as well as for education policy makers. Sam Mchombo, Associate Professor of African Languages and Linguistics, University of California, Berkeley, USA This book contributes to enlighten a crucial academic as well as a democratic and philosophical issue: The right to education and the rights in education, as it is seen in the dilemmas of the right to use your local language. It offers a high-level research and the work is both cutting edge and offers new knowledge to the fields of democracy, human rights and education. The book is a unique contribution to a very important academic discussion on rights in education connecting to language of instruction in schools, politics and power, as well as it frames the questions of why education and language can be seen as a human right for sustainable development in Africa. The actuality of the book is disturbing: We need to take the debate on human rights in education for the children of the world, for their future and for their right to a cultural identity. Inga Bostad, Director of the Norwegian Centre for Human Rights, University of Oslo, Norway.

Education. --- Education --- Social Sciences --- Education - General --- Education, Special Topics --- Native language and education --- Education, Bilingual --- Bilingual education --- Native language --- Use in schools --- Education, general. --- Bilingualism --- Multilingual education --- Language and education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Africa.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

People in many African communities live within a series of concentric circles when it comes to language. In a small group, a speaker uses an often unwritten and endangered mother tongue that is rarely used in school. A national indigenous language-written, widespread, sometimes used in school-surrounds it. An international language like French or English, a vestige of colonialism, carries prestige, is used in higher education, and promises mobility-and yet it will not be well known by its users. The essays in Languages in Africa explore the layers of African multilingualism as they affect lang

African languages --- Language policy --- Native language and education --- Multilingualism --- Glottopolitics --- Institutional linguistics --- Language and languages --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Communication policy --- Language planning --- Native language --- Education --- Language and education --- Plurilingualism --- Polyglottism --- Social aspects --- Government policy --- Use in schools --- Language policy. --- Multilingualism. --- Native language and education. --- Social aspects. --- Africa.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This volume is a collection of research cases illustrating the interrelationships among education, dominance and identity in historical- and contemporary contexts. The cases reflect particular ways in which local-, group, and indigenous identities have been affected by a dominant discourse, how education can support or undermine identity, and how languages (including dominant and sub-dominant languages) and the language of instruction in schools are at the centre of challenges to hegemony and domination in many situations. Examining the issues in their research, the contributors reveal how members of minority-, disadvantaged-, or dominated groups (and the teachers and parents of children in their schools) struggle for recognition, for education in their own language, for acceptance within larger society, or for recognition of the validity of their responses to reform initiatives and policies that address a wider agenda but that fail to take into account key factors such as perceptions and subaltern status. Collectively, the chapters document research employing a variety of methodological approaches and theoretical perspectives, illustrating an array of universal and global issues in the field of comparative and international education. However, each of the cases its own unique character, as research findings and as personal reflections based on the authors’ experiential knowledge in particular social, cultural and political contexts. The contexts and regional settings include Chile, Canada, the United States, Hungary and elsewhere in East-Central Europe, France, Germany, Spain, Malaysia, Tanzania, South Africa, Cyprus, Tunisia, Egypt, Iran and elsewhere in the Middle East.

Education -- Philosophy. --- Education. --- Education --- Social Sciences --- Education - General --- Theory & Practice of Education --- Indigenous peoples --- Native language and education --- Social aspects --- Native language --- Aboriginal peoples --- Aborigines --- Indigenous populations --- Native peoples --- Native races --- Use in schools --- Education, general. --- Language and education --- Adivasis --- Ethnology --- Philosophy. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training