Forging Multilingual Spaces

Name: Forging Multilingual Spaces : Integrated Perspectives on Majority and Minority Bilingual Education
Price: 417.0 NOK
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Integrated Perspectives on Majority and Minority Bilingual Education

Christine Hélot (Redaktør) Anne-Marie de Mejía (Redaktør)

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«
This collection, is well-designed, highly readable, and provides many insights useful beyond the case examples from the two continents covered.
»
Hugo Baetens Beardsmore, The Royal Academy for Overseas Sciences

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This book offers a new perspective for research in the field of bilingual education by proposing an integrated approach to the study of bilingualism in minority and majority settings. Programmes for indigenous groups, for national minorities and for migrants are analysed together with programmes aimed at dominant language groups, by well-known scholars from eight different countries in Europe and the Americas. Each contribution seeks to go beyond the traditional dichotomy between policy, practice and research into bilingual education programmes for majority language speakers, and modalities offered for minority language speakers. Thus, the book argues for the construction of a shared discourse for research into bilingualism and bilingual education and for the adoption of an ecological perspective on language education.

Detaljer

Forlag: Multilingual Matters
Innbinding: Paperback
Språk: Engelsk
ISBN: 9781847690753
Utgivelsesår: 2008
Format: 23 x 16 cm

Anmeldelser

«
This collection, is well-designed, highly readable, and provides many insights useful beyond the case examples from the two continents covered.
»
Hugo Baetens Beardsmore, The Royal Academy for Overseas Sciences

«
The book offers a global perspective of the impact of overt and covert language education policies on the use and perceptions of majority and minority languages in society as well as on the implementation of bilingual programs in the classroom. This volume constitutes a useful resource for policymakers genuinely invested in the promotion of minority languages in their countries, as well as for researchers and students of teacher preparation programs interested in gaining a better, more global, understanding of the complexities of second and foreign language teaching and the (negative) repercussions that certain linguistic policies have on the maintenance and spread of minority languages and ~n the daily lives of their speakers.
»
Francisco Ramos, Department of Language and Culture in Education, School of Education, at Loyola Mar, Language Policy (2011) 10:73-75