Literaturnachweis - Detailanzeige
Autor/in | Robinson, Clinton |
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Titel | Context or Key? Language in Four Adult Learning Programmes |
Quelle | In: International Journal of Educational Development, 27 (2007) 5, S.542-551 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0738-0593 |
DOI | 10.1016/j.ijedudev.2006.10.008 |
Schlagwörter | Foreign Countries; Multilingualism; Adult Learning; Adult Education; Program Development; Program Design; Developing Nations; Language of Instruction; Educational Policy; Cultural Context; Educational Environment; Politics of Education; Language Role; Rural Development; Literacy; Bhutan; Burma; Ghana; Uganda Ausland; Mehrsprachigkeit; Multilingualismus; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Education; Adult basic education; Programmplanung; Programme design; Programmaufbau; Developing country; Developing countries; Entwicklungsland; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational policy; Rural environment; Development; Ländliches Milieu; Entwicklung; Alphabetisierung; Schreib- und Lesefähigkeit |
Abstract | Context is a key factor in designing and delivering adult learning programmes, and in multilingual environments the choice of language plays a decisive role. Four programmes, two in Asia (Bhutan Myanmar) and two in Africa (Ghana and Uganda), which focus on learning for development, integrate language considerations in different ways, related both to the broader socio-political contest and to the purposes and assumptions of the programmers themselves. Both the functional and the symbolic roles affect the choice of language, and its impact, and must be factored into the design and implementation of adult learning programmes. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |