Ruth Arber - Böcker
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4 produkter
4 produkter
560 kr
Skickas inom 10-15 vardagar
Rethinking Languages Education assembles innovative research from experts in the fields of sociocultural theory, applied linguistics and education. The contributors interrogate innovative and recent thinking and broach controversies about the theoretical and practical considerations that underpin the implementation of effective Languages pedagogy in twenty-first-century classrooms. Crucially, Rethinking Languages Education explores established understandings about language, culture and education to provide a more comprehensive and flexible understanding of Languages education that responds to local classrooms impacted by global and transnational change, and the politics of language, culture and identity.Rethinking Languages Education focuses on questions about ways that we can develop farsighted and successful Languages education for diverse students in globalised contexts. The response to these questions is multi-layered, and takes into account the complex interactions between policy, curriculum and practice, as well as their contention and implementation. In doing so, this book addresses and integrates innovative perspectives of contemporary theory and pedagogy for Languages, TESOL and EAL/D education. It includes diverse discussions around practice, and addresses issues of the dominance of prestige Languages programs for ‘minority’ and ‘heritage’ languages, as well as discussing controversies about the current provision of English and Languages programs around the world.
2 029 kr
Skickas inom 10-15 vardagar
Rethinking Languages Education assembles innovative research from experts in the fields of sociocultural theory, applied linguistics and education. The contributors interrogate innovative and recent thinking and broach controversies about the theoretical and practical considerations that underpin the implementation of effective Languages pedagogy in twenty-first-century classrooms. Crucially, Rethinking Languages Education explores established understandings about language, culture and education to provide a more comprehensive and flexible understanding of Languages education that responds to local classrooms impacted by global and transnational change, and the politics of language, culture and identity.Rethinking Languages Education focuses on questions about ways that we can develop farsighted and successful Languages education for diverse students in globalised contexts. The response to these questions is multi-layered, and takes into account the complex interactions between policy, curriculum and practice, as well as their contention and implementation. In doing so, this book addresses and integrates innovative perspectives of contemporary theory and pedagogy for Languages, TESOL and EAL/D education. It includes diverse discussions around practice, and addresses issues of the dominance of prestige Languages programs for ‘minority’ and ‘heritage’ languages, as well as discussing controversies about the current provision of English and Languages programs around the world.
1 034 kr
Skickas inom 10-15 vardagar
However, despite the obviousness of racism in contexts where different people have different seating arrangements on a bus, or somebody says “I am better than you because your skin-colour is different”, this approach barely comes to terms with the depth of embodied politics and the elusiveness of structures of racism in the contemporary world.
1 034 kr
Skickas inom 10-15 vardagar
What is the speci?city of contemporary racism? And what happens to questions of race in a context where multiculturalism is taken for granted. Few authors address these kinds of questions with subtlety. For the most part, questions of racism are treated either as self-evident or alternatively as self-evidenced. The?rstapproach,accentuatedineverydaylife,andplayedoutinmediaexposés, is the tendencyto treat racism as manifestly self-evident. We just know what racism is in principle, and we just know what it looks like when we see it in practice. Dualistic assumptions dominate this sense of identity relations – persons are racist or they are not; an act is racist or it is not. However, despite the obviousness of racism in contexts where different people have different seating arrangements on a bus, or somebody says “I am better than you because your skin-colour is different”, this approach barely comes to terms with the depth of embodied politics and the elusiveness of structures of racism in the contemporary world.