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Author: Vally Lytra
Publisher: Multilingual Matters
ISBN: 1788927966
Category : Language Arts & Disciplines
Languages : en
Pages : 441
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Book Description
This book responds to a growing body of work in sociolinguistics and applied linguistics that places an emphasis on situated descriptions of language education practices and illuminates how these descriptions are enmeshed with local, institutional and wider social forces. It engages with new ways of understanding language that expand its meaning by including other semiotic resources and meaning-making practices and bring to the fore its messiness and unpredictability. The chapters illustrate how a translingual and transcultural orientation to language and language pedagogy can provide a point of entry to reimagining what language education might look like under conditions of heightened linguistic and cultural diversity and increased linguistic and social inequalities. The book unites an international group of contributors, presenting state-of-the-art empirical studies drawing on a wide range of local contexts and spaces, from linguistically and culturally heterogeneous mainstream and HE classrooms to complementary (community) school and informal language learning contexts.
Author: Vally Lytra
Publisher: Multilingual Matters
ISBN: 1788927966
Category : Language Arts & Disciplines
Languages : en
Pages : 441
Get Book Here
Book Description
This book responds to a growing body of work in sociolinguistics and applied linguistics that places an emphasis on situated descriptions of language education practices and illuminates how these descriptions are enmeshed with local, institutional and wider social forces. It engages with new ways of understanding language that expand its meaning by including other semiotic resources and meaning-making practices and bring to the fore its messiness and unpredictability. The chapters illustrate how a translingual and transcultural orientation to language and language pedagogy can provide a point of entry to reimagining what language education might look like under conditions of heightened linguistic and cultural diversity and increased linguistic and social inequalities. The book unites an international group of contributors, presenting state-of-the-art empirical studies drawing on a wide range of local contexts and spaces, from linguistically and culturally heterogeneous mainstream and HE classrooms to complementary (community) school and informal language learning contexts.
Author: Douglas Schuler
Publisher: MIT Press
ISBN: 0262693666
Category : Computers
Languages : en
Pages : 619
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Book Description
Inspired by the vision and framework outlined in Christopher Alexander's classic 1977 book, A Pattern Language, Schuler presents a pattern language containing 136 patterns designed to meet these challenges. Using this approach, Schuler proposes a new model of social change that integrates theory and practice by showing how information and communication (whether face-to-face, broadcast, or Internet-based) can be used to address urgent social and environmental problems collaboratively. Each of the patterns that form the pattern language (which was developed collaboratively with nearly 100 contributors) is presented consistently; each describes a problem and its context, a discussion, and a solution. The pattern language begins with the most general patterns ("Theory") and proceeds to the most specific ("Tactics"). Each pattern is a template for research as well as action and is linked to other patterns, thus forming a single coherent whole.
Author: Shirley Wilson Logan
Publisher: SIU Press
ISBN: 0809387123
Category : Language Arts & Disciplines
Languages : en
Pages : 198
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Book Description
Liberating Language identifies experiences of nineteenth-century African Americans—categorized as sites of rhetorical education—that provided opportunities to develop effective communication and critical text-interpretation skills. Author Shirley Wilson Logan considers how nontraditional sites, which seldom involved formal training in rhetorical instruction, proved to be effective resources for African American advancement. Logan traces the ways that African Americans learned lessons in rhetoric through language-based activities associated with black survival in nineteenth-century America, such as working in political organizations, reading and publishing newspapers, maintaining diaries, and participating in literary societies. According to Logan, rhetorical training was manifested through places of worship and military camps, self-education in oratory and elocution, literary societies, and the black press. She draws on the experiences of various black rhetors of the era, such as Frederick Douglass, Frances Harper, Fanny Coppin, Charles Chesnutt, Ida B. Wells, and the lesser-known Oberlin-educated Mary Virginia Montgomery, Virginia slave preacher "Uncle Jack," and former slave "Mrs. Lee." Liberating Language addresses free-floating literacy, a term coined by scholar and writer Ralph Ellison, which captures the many settings where literacy and rhetorical skills were acquired and developed, including slave missions, religious gatherings, war camps, and even cigar factories. In Civil War camp- sites, for instance, black soldiers learned to read and write, corresponded with the editors of black newspapers, edited their own camp-based papers, and formed literary associations. Liberating Language outlines nontraditional means of acquiring rhetorical skills and demonstrates how African Americans, faced with the lingering consequences of enslavement and continuing oppression, acquired rhetorical competence during the late eighteenth century and throughout the nineteenth century.
Author: Joyce Penfield
Publisher: SUNY Press
ISBN: 9780887064869
Category : Social Science
Languages : en
Pages : 236
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Book Description
This collection of essays deals with the interplay of language and social change, asking the question: How can language and society be made gender equal? The contributors examine the critical role of language in the lives of white women and women of color in the United States. Since language pervades many dimensions of womens lives, this study takes a multi-disciplinary approach to the issues considered. The volume is divided into three sections. The first, Liberating Language, focuses on the active role women had in altering the extent of linguistic sexism in English during the 1970s. A second section, Identity Creation, deals with the alteration of that portion of language which serves to name women and their experiences. The final section, Women of Color, offers a rare and timely look at the particular problems confronted by minority women. It argues that women of color have different problems and different links to language than white middle-class women.
Author: Stephen K. McDowell
Publisher: Providence Foundation
ISBN: 1887456015
Category : Religion
Languages : en
Pages : 217
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Book Description
The Bible teaches, and history confirms, that to the degree that nations have applied the principles of the Bible in all spheres of life is the degree to which they have prospered, been free, and acted justly. Learn biblical principles as they apply to various spheres of life. Examine the role of the church, the family, the media, and civil government in a nation, and learn what you can do to bring Godly reform.
Author: Walter B. Kalaidjian
Publisher: Columbia University Press
ISBN: 9780231068369
Category : Education
Languages : en
Pages : 296
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Book Description
Author: David Hayes
Publisher: Channel View Publications
ISBN: 1800415869
Category : Language Arts & Disciplines
Languages : en
Pages : 265
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Book Description
This book critically analyses early school foreign language teaching policy and practice, foregrounding the influence of the socioeducational and cultural context on how policies are implemented and assessing the factors which either promote or constrain their effectiveness. It focuses on four Asian contexts – Malaysia, South Korea, Sri Lanka and Thailand – while providing a discussion of policy and practice in Canada and Finland as a comparison. Concentrating on the state school sector, it criticises the worldwide trend for a focus on English as the principal or only foreign language taught in primary schools, founded on a rationale that widespread proficiency in English is important for future national success in a globalised economy. It maintains that the economic rationale is not only largely unfounded and irrelevant to the language learning experiences of young children but also that the focus on English exacerbates system inequalities rather than contributing to their reduction. The book argues for a broader perspective on language learning in primary schools, one that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages. This book will appeal to educational policymakers, researchers and students interested in early foreign language learning in state educational systems worldwide.
Author: Thomas J. J. Altizer
Publisher: SUNY Press
ISBN: 1438444524
Category : Religion
Languages : en
Pages : 214
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Book Description
The major death-of-God theologian explores the meaning and purpose of radical theology.
Author: Terry M. Moe
Publisher: John Wiley and Sons
ISBN: 0470568097
Category : Education
Languages : en
Pages : 222
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Book Description
Praise for Liberating Learning "Moe and Chubb have delivered a truly stunning book, rich with the prospect of how technology is already revolutionizing learning in communities from Midland, Pennsylvania to Gurgaon, India. At the same time, this is a sobering telling of the realpolitik of education, a battle in which the status quo is well defended. But most of all, this book is a call to action, a call to unleash the power of technological innovation to create an education system worthy of our aspirations and our childrens' dreams." Ted Mitchell, CEO of the New Schools Venture Fund "As long as we continue to educate students without regard for the way the real world works, we will continue to limit their choices. In Liberating Learning, Terry Moe and John Chubb push us to ask the questions we should be asking, to have the hard conversations about how far technology can go to advance student achievement in this country." Michelle Rhee, Chancellor of Education for the Washington, D.C. schools "A brilliant analysis of how technology is destined to transform America's schools for the better: not simply by generating new ways of learning, but also and surprisingly by unleashing forces that weaken its political opponents and open up the political process to educational change. A provocative, entirely novel vision of the future of American education." Rick Hanushek, the Paul and Jean Hanna Senior Fellow at the Hoover Institution, Stanford University "Terry Moe and John Chubb, two long-time, astute observers of educational reform, see technology as the way to reverse decades of failed efforts. Technology will facilitate significantly more individualized student learning and perhaps most importantly, technology will make it harder and harder for the entrenched adult interests to block the reforms that are right for our kids. This is a provocative, informative and, ultimately, optimistic read, something we badly need in public education." Joel Klein, Chancellor of the New York City schools
Author: Claudia Stokes
Publisher: University of Pennsylvania Press
ISBN: 0812298160
Category : Literary Criticism
Languages : en
Pages : 273
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Book Description
An aesthetic of unoriginality shaped literary style and reader taste for decades of the nineteenth century. While critics in the twentieth century and beyond have upheld originality and innovation as essential characteristics of literary achievement, they were not features particularly prized by earlier American audiences, Claudia Stokes contends. On the contrary, readers were taught to value familiarity, traditionalism, and regularity. Literary originality was often seen as a mark of vulgar sensationalism and poor quality. In Old Style Stokes offers the first dedicated study of a forgotten nineteenth-century aesthetic, explicating the forms, practices, conventions, and uses of unoriginality. She focuses in particular on the second quarter of the century, when improvements in printing and distribution caused literary markets to become flooded with new material, and longstanding reading practices came under threat. As readers began to prefer novelty to traditional forms, advocates openly extolled unoriginality in an effort to preserve the old literary ways. Old Style examines this era of significant literary change, during which a once-dominant aesthetic started to give way to modern preferences. If writing in the old style came to be associated with elite conservatism—a linkage that contributed to its decline in the twentieth century—it also, paradoxically provided marginalized writers—people of color, white women, and members of the working class—the literary credentials they needed to enter print. Writing in the old style could affirm an aspiring author's training, command of convention, and respectability. In dismissing unoriginality as the literary purview of the untalented or unambitious, Stokes cautions, we risk overlooking something of vital importance to generations of American writers and readers.
