García / Skutnabb-Kangas / Torres-Guzmán Imagining Multilingual Schools

Languages in Education and Glocalization
1. Auflage 2006
ISBN: 978-1-85359-896-8
Verlag: De Gruyter
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 344 Seiten, Format (B × H): 156 mm x 234 mm

Reihe: Linguistic Diversity and Language Rights

This book brings together visions and realities of multilingual schools throughout the world so as to examine the pedagogical, socioeducational and sociopolitical issues that impact on their development and success. It considers issues of multilingual schooling in different countries and for diverse populations.

Autoren/Hrsg.

García, Ofelia

Skutnabb-Kangas, Tove

Torres-Guzmán, María E.

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften
• Geisteswissenschaften Geschichtswissenschaft Geschichtliche Themen Mentalitäts- und Sozialgeschichte
• Sozialwissenschaften Ethnologie | Volkskunde Volkskunde Minderheiten, Interkulturelle & Multikulturelle Fragen
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Soziologie von Migranten und Minderheiten
• Geisteswissenschaften Sprachwissenschaft Soziolinguistik

Inhaltsverzeichnis

I. INTRODUCTION 1. Weaving spaces and (de)constructing ways for multilingual schools: The actual and the imagined - Ofelia García, Tove Skutnabb-Kangas and María Torres-Guzmán II. PEDAGOGIES, VALUES AND SCHOOLS 2. Identity texts: The imaginative construction of self through multiliteracies pedagogy Jim Cummins (OISE, University of Toronto) 3. Imagining multilingual education in France: A language and cultural awareness project at primary level - Christine Hélot (Institut Universitaire de Formation des Maîtres) and Andrea Young (Institut Universitaire de Formation de Maitres) 4. Reclaiming multilingual America: Lessons from Native American youth - Teresa L. McCarty (Arizona State University), Mary Eunice Romero (Arizona State University), Ofelia Zepeda (University of Arizona) 5. Attitudes towards language learning in different linguistic models of the Basque Autonomous Community - Feli Etxeberría-Sagastume (Universidad del País Vasco/ Euskal Herriko Universitatea) III. EXTENDING FORMAL INSTRUCTIONAL SPACES 6. Back to basics: Marketing the benefits of bilingualism to parents - Viv Edwards (University of Reading) and Lynda Pritchard Newcombe 7. Popular education and language rights in indigenous Mayan communities: Emergence of new social actors and gendered voices - Karen Ogulnick(Long Island University) IV. TENSIONS BETWEEN MULTIPLE REALITIES 8. Imagined multilingual schools: How come we don't deliver? - Elana Shohamy (Tel Aviv University) 9. Monolingual assessment and emerging bilinguals: A case study in the U.S. - Kathy Escamilla (University of Colorado) 10. The Long road to multilingual schools in Botswana - Lydia Nyati-Ramahobo (University of Botswana) V. NEGOTIATING POLICIES OF IMPLEMENTATION 11. Nichols to NCLB: Local and global perspectives on U.S. language education policy - Nancy Hornberger (University of Pennsylvania) 12. Cultural diversity, multilingualism and indigenous education - Luis Enrique López (Universidad Mayor de San Simón) 13. Multilingualism of the unequals and predicaments of education in India - Ajit K. Mohanty (Jawaharlal Nehru University)

Über Autor(innen)

García Ofelia:
Ofelia García is Professor in the PhD programs of Urban Education and of Hispanic and Luso-Brazilian Literatures and Languages at the Graduate Center of the City University of New York. Among her most recent books are: Bilingual Education in the 21st Century; Handbook of Language and Ethnic Identity, Vols. I & II; Educating Emergent Bilinguals; and Additive Schooling in Subtractive Times.Skutnabb-Kangas Tove:
Tove Skutnabb-Kangas (Emerita) has been actively involved with struggles for language rights for five decades. Her research interests include linguistic human rights, linguistic genocide, linguicism (linguistically argued racism), mother-tongue-based multilingual education and the relationship between linguistic and cultural diversity and biodiversity.Torres-Guzmán María E.:
Professor María E. Torres-Guzmán is a professor in bilingual/multicultural education at Teachers College, Columbia University, New York, NY. She has primarily focused on teacher development and cultural aspects of the education of language minority populations in the United States, Spain and elsewhere.Ofelia García is professor at Teachers College, Columbia University, where she presently serves as coordinator of the Bilingual Education program and co-director of the Center for Multiple Languages and Literacies. García research interests are in the areas of language education policy, sociology of language, immigrant education, in particular the education of US Latinos, and teacher education for urban schools. Tove Skutnabb-Kangas, University of Roskilde, Denmark, and Åbo Akademi University, Finland. Her main research interests: linguistic human rights, multilingual education, subtractive spread of English, and the relationship between linguistic (and cultural) diversity and biodiversity (also in practice, on an ecological smallholding, with her husband Robert Phillipson). María E. Torres-Guzmán is associate professor of Bilingual/Bicultural Education in the Department of International and Transcultural Studies at Teachers College, Columbia University. Her recent publications are on dual language education models both in the U.S. and in the Basque Country, as well as pedagogical practices of read-alouds in such programs. She has also published in the area of multicultural education and the preparation of teachers.