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Language Policy for the Multilingual Classroom
Pedagogy of the Possible
«
Language Policy for the Multilingual Classroom clearly shows how classroom pedagogies in different parts of the world can build on the resources of multilingual learners. This volume is an excellent contribution to the field of multilingualism in general and to multilingual education in particular.
» Jasone Cenoz, University of the Basque Country
With contributions from leading scholars all around the world, this volume underlines the ever-pressing need for new language in education policies to include all learners' voices in the multilingual classroom and to empower teachers to develop responsive and transformative pedagogies. Les mer
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With contributions from leading scholars all around the world, this volume underlines the ever-pressing need for new language in education policies to include all learners' voices in the multilingual classroom and to empower teachers to develop responsive and transformative pedagogies. Using testimonies, narratives and examples from different international contexts, this book points clearly to what can be achieved practically in the multilingual classroom so that multilingual learners' voices are legitimated, while also addressing the complex inter-relating sociolinguistic issues around the promotion of bilingualism and multilingualism in education.
Detaljer
- Forlag
- Multilingual Matters
- Innbinding
- Paperback
- Språk
- Engelsk
- ISBN
- 9781847693662
- Utgivelsesår
- 2011
- Format
- 21 x 15 cm
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«
Language Policy for the Multilingual Classroom clearly shows how classroom pedagogies in different parts of the world can build on the resources of multilingual learners. This volume is an excellent contribution to the field of multilingualism in general and to multilingual education in particular.
» Jasone Cenoz, University of the Basque Country
«
In this book, Hélot and O’Laoire fill the gaps that Hélot has so well identified in the past with possibilities - possibilities to educate for social equity and plurilingualism. But instead of arguing for top-down language education policies, Hélot and O’Laoire open possibilities in the ecology of classrooms through the agency of teachers and students. Focusing on pedagogies of the possible, this book is ground-breaking in its ecological approach that will appeal to scholars, policy makers and educators alike.
» Ofelia Garcia
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