Marilyn Martin-Jones – författare

What's the problem with literacy at college? How might everyday literacy be harnessed for educational ends?Based on the first major study of literacy practices in colleges in the UK, this book explores the reading and writing associated with learning subjects across the college curriculum. It investigates literacy practices in which students engage outside of college, and teaching and learning strategies through which these can help support the curriculum. With insightful analyses of innovative practices, it considers ways of changing teaching practices to enable students to draw upon their full potential.Recent research work has challenged the myth of individual student deficit, arguing cogently that people have ‘funds of knowledge’ from diverse and vibrant cultural roots, and that these have been misguidedly disqualified by the education system. It has claimed that different ‘ways with words’ can provide valuable resources for learning. However, the empirical exploration of this claim has lagged far behind the theoretical debate. Improving Learning in College resolves this by showing the integrity and richness of the literacy practices of a significant population, not previously the focus of such research: those who take vocational and academic college courses in colleges. It addresses an issue which has not until now been developed within this research tradition: that of how these practices can not only be valued and validated, but mobilised and harnessed to enhance learning in educational settings.This book will interest all teachers, teacher-educators and researchers concerned with post-compulsory education and vocational education in compulsory schooling.

What's the problem with literacy at college? How might everyday literacy be harnessed for educational ends?Based on the first major study of literacy practices in colleges in the UK, this book explores the reading and writing associated with learning subjects across the college curriculum. It investigates literacy practices in which students engage outside of college, and teaching and learning strategies through which these can help support the curriculum. With insightful analyses of innovative practices, it considers ways of changing teaching practices to enable students to draw upon their full potential.Recent research work has challenged the myth of individual student deficit, arguing cogently that people have ‘funds of knowledge’ from diverse and vibrant cultural roots, and that these have been misguidedly disqualified by the education system. It has claimed that different ‘ways with words’ can provide valuable resources for learning. However, the empirical exploration of this claim has lagged far behind the theoretical debate. Improving Learning in College resolves this by showing the integrity and richness of the literacy practices of a significant population, not previously the focus of such research: those who take vocational and academic college courses in colleges. It addresses an issue which has not until now been developed within this research tradition: that of how these practices can not only be valued and validated, but mobilised and harnessed to enhance learning in educational settings.This book will interest all teachers, teacher-educators and researchers concerned with post-compulsory education and vocational education in compulsory schooling.

Researching Multilingualism expertly engages with a new sociolinguistics of multilingualism, taking account of this new communicative order and the particular cultural and social conditions of our times. Seventeen chapters are divided into four sections covering: researching discourses, policies and practices; contemporary mobilities; Researching multilingual communication on-line; Multilingualism in research practice. This state-of-the-art overview of research methodologies in multilingual settings will be of interest for all students and researchers working in the area of multilingualism within Linguistics, Applied Linguistics, Education and Communication Studies.

Researching Multilingualism expertly engages with a new sociolinguistics of multilingualism, taking account of this new communicative order and the particular cultural and social conditions of our times. Seventeen chapters are divided into four sections covering: researching discourses, policies and practices; contemporary mobilities; Researching multilingual communication on-line; Multilingualism in research practice. This state-of-the-art overview of research methodologies in multilingual settings will be of interest for all students and researchers working in the area of multilingualism within Linguistics, Applied Linguistics, Education and Communication Studies.

Over the last twenty years, sociolinguistic research on multilingualism has been transformed. Two processes have been at work: first, an epistemological shift to a critical ethnographic approach, which has contributed to a larger turn toward post-structuralist perspectives on social life. Second, the effects of globalization—transnational population flows, new communication technologies, transformations in the political and economic landscape—have sparked increasing concern about the implications of these changes for our understanding of the relationship between language and society. A new sociolinguistics of multilingualism is being forged: one that takes account of the new communicative order, while retaining a central concern with the processes in the construction of social difference. The contributors to this volume have been at the forefront of these epistemological shifts. They write here about the conceptual and methodological challenges posed by these shifts, and the profound changes that we are witnessing in the late modern era.

The ‘other’ languages of England — those which originate in South and East Asia, and Southern and Eastern Europe — are now important parts of everyday life in urban England. First published in 1985, this book gives detailed information about which languages are in widespread use among children and adults, patterns of language use in different social contexts, the teaching of these community languages inside and outside of mainstream schools, and the educational implications of this linguistic diversity for all children in England. They authors argue that this continued and widespread bilingualism is a valuable potential resource for both the speakers and society as a whole.

The ‘other’ languages of England — those which originate in South and East Asia, and Southern and Eastern Europe — are now important parts of everyday life in urban England. First published in 1985, this book gives detailed information about which languages are in widespread use among children and adults, patterns of language use in different social contexts, the teaching of these community languages inside and outside of mainstream schools, and the educational implications of this linguistic diversity for all children in England. They authors argue that this continued and widespread bilingualism is a valuable potential resource for both the speakers and society as a whole.

Over the last twenty years, sociolinguistic research on multilingualism has been transformed. Two processes have been at work: first, an epistemological shift to a critical ethnographic approach, which has contributed to a larger turn toward post-structuralist perspectives on social life. Second, the effects of globalization—transnational population flows, new communication technologies, transformations in the political and economic landscape—have sparked increasing concern about the implications of these changes for our understanding of the relationship between language and society. A new sociolinguistics of multilingualism is being forged: one that takes account of the new communicative order, while retaining a central concern with the processes in the construction of social difference. The contributors to this volume have been at the forefront of these epistemological shifts. They write here about the conceptual and methodological challenges posed by these shifts, and the profound changes that we are witnessing in the late modern era.

This collection of case studies from around the world examines how struggles for equality unfold in policies, programs, and practices in educational settings in multilingual contexts. Using sociolinguistic, interactional and discourse analysis, Heller and Martin-Jones examine the complex ways in which dominant ideologies of education, pedagogy, language and identity intersect in a wide variety of educational settings. They focus in particular on how those ideologies are reproduced or challenged, and on the consequences of such processes for changing or maintaining social relations of difference and inequality. Written for policy-makers, educators, and anyone else interested in education and multilingualism, the book places questions of power at the center of thinking about language and education.This collection of case studies from around the world examines how struggles for equality unfold in policies, programs, and practices in educational settings in multilingual contexts. Using sociolinguistic, interactional and discourse analysis, Heller and Martin-Jones examine the complex ways in which dominant ideologies of education, pedagogy, language, and identity intersect in a wide variety of educational settings. They focus in particular on how those ideologies are reproduced or challenged, and on the consequences of such processes for changing or maintaining social relations of difference and inequality. Written for policy-makers, educators, and anyone else interested in education and multilingualism, the book places questions of power at the center of thinking about language and education. It invites us to link questions about minority language maintenance, individual multilingualism, immigrant language education, and the use of former colonial languages in post-colonial settings to the politics and economics of our globalizing age, and to look locally for the spaces for change and action that always present themselves.

This collection of case studies from around the world examines how struggles for equality unfold in policies, programs, and practices in educational settings in multilingual contexts. Using sociolinguistic, interactional and discourse analysis, Heller and Martin-Jones examine the complex ways in which dominant ideologies of education, pedagogy, language and identity intersect in a wide variety of educational settings. They focus in particular on how those ideologies are reproduced or challenged, and on the consequences of such processes for changing or maintaining social relations of difference and inequality. Written for policy-makers, educators, and anyone else interested in education and multilingualism, the book places questions of power at the center of thinking about language and education.This collection of case studies from around the world examines how struggles for equality unfold in policies, programs, and practices in educational settings in multilingual contexts. Using sociolinguistic, interactional and discourse analysis, Heller and Martin-Jones examine the complex ways in which dominant ideologies of education, pedagogy, language, and identity intersect in a wide variety of educational settings. They focus in particular on how those ideologies are reproduced or challenged, and on the consequences of such processes for changing or maintaining social relations of difference and inequality. Written for policy-makers, educators, and anyone else interested in education and multilingualism, the book places questions of power at the center of thinking about language and education. It invites us to link questions about minority language maintenance, individual multilingualism, immigrant language education, and the use of former colonial languages in post-colonial settings to the politics and economics of our globalizing age, and to look locally for the spaces for change and action that always present themselves.