Managing Diversity in Education: Languages, Policies, Pedagogies

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Autor/in	Van Avermaet, Piet
Sonst. Personen	Little, David (Hrsg.); Leung, Constant (Hrsg.)
Titel	Managing Diversity in Education: Languages, Policies, Pedagogies
Quelle	(2013), (328 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-7830-9080-8
Schlagwörter	Student Diversity; Educational Policy; Teaching Methods; Barriers; Immigrants; Multilingualism; Language Usage; Language of Instruction; English (Second Language); Second Language Instruction; Curriculum; Foreign Countries; Academic Achievement; Inclusion; Mainstreaming; Higher Education; Elementary Secondary Education; Language Skills; Vocational Education; Textbooks; Bilingualism; Monolingualism; Telecommunications; Handheld Devices; Secondary School Students; International Assessment; Achievement Tests; Germany; Ireland; Nepal; South Africa; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Immigrant; Immigrantin; Immigranten; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Curricula; Lehrplan; Rahmenplan; Ausland; Schulleistung; Inklusion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Sprachkompetenz; Ausbildung; Berufsbildung; Textbook; Text book; Schulbuch; Lehrbuch; Bilingualismus; Telekommunikationstechnik; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Deutschland; Irland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Diversity--social, cultural, linguistic and ethnic--poses a challenge to all educational systems. Some authorities, schools and teachers look upon it as a problem, an obstacle to the achievement of national educational goals, while for others it offers new opportunities. Successive PISA reports have laid bare the relative lack of success in addressing the needs of diverse school populations and helping children develop the competences they need to succeed in society. The book is divided into three parts that deal in turn with policy and its implications, pedagogical practice, and responses to the challenge of diversity that go beyond the language of schooling. This volume features the latest research from eight different countries, and will appeal to anyone involved in the educational integration of immigrant children and adolescents. Following a section on contributors and an introduction, this book contains the following: Part 1: (1) Language and Identity in Multilingual Schools: Constructing Evidence-based Instructional Policies (Jim Cummins); (2) English as an Additional Language: Symbolic Policy and Local Practices (Tracey Costley and Constant Leung); (3) Germany after the 'PISA Shock': Revisiting National, European and Multicultural Values in Curriculum and Policy Discourses (Daniel Faas); (4) Teaching English to Immigrant Students in Irish Post-primary Schools (Rachael Fionda); (5) Inclusion or Invasion? How Irish Post-primary Teachers View Newcomer Students in the Mainstream Classroom (Fiona Kearney); and (6) The Linguistic Challenges of Immigration: The Irish Higher Education Sector's Response (Bríd Ní Chonaill). Part 2: (7) Investigating the Development of Immigrant Pupils' English L2 Oral Skills in Irish Primary Schools (Bronagh C´atibušic); (8) Investigating the Linguistic Skills of Migrant Students in the German Vocational Education System (Patrick Grommes); (9) A Corpus-based Analysis of the Lexical Demands that Irish Post-primary Subject Textbooks Make on Immigrant Students (Stergiani Kostopoulou); and (10) Assessing the Impact of English Language Support Programme Materials on Post-primary Language Support and Mainstream Subject Classrooms in Ireland (Zachary Lyons). Part 3: (11) From English Language Support to Plurilingual Awareness (Déirdre Kirwan); (12) Language Diversity in Education: Evolving from Multilingual Education to Functional Multilingual Learning (Sven Sierens and Piet Van Avermaet); (13) Exploring the Use of Migrant Languages to Support Learning in Mainstream Classrooms in France (Nathalie Auger); (14) Linguistic Third Spaces in Education: Teachers' Translanguaging across the Bilingual Continuum (Nelson Flores and Ofelia García); (15) From 'Monolingual' Multilingual Classrooms to 'Multilingual' Multilingual Classrooms: Managing Cultural and Linguistic Diversity in the Nepali Educational System (Shelley K. Taylor); and (16) The Ecology of Mobile Phone Use in Wesbank, South Africa (Fie Velghe and Jan Blommaert). An index is included. (ERIC).
Anmerkungen	Multilingual Matters. Available from: Channel View Publications Ltd. St. Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK. Tel: +44 117 3158562; Fax: +44 117 3158563; e-mail: info@channelviewpublications.com; Web site: http://www.multilingual-matters.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01