Educational Strategies in Multilingual Contexts. ROLIG Papir No. 35.

Autor/inn/en	Skutnabb-Kangas, Tove; Phillipson, Robert
Institution	Roskilde Univ. Center (Denmark).
Titel	Educational Strategies in Multilingual Contexts. ROLIG Papir No. 35.
Quelle	(1985), (126 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	0106-0821
Schlagwörter	Colonialism; Communicative Competence (Languages); Developing Nations; Educational Strategies; Elementary Secondary Education; English (Second Language); Foreign Countries; Intercultural Communication; Language of Instruction; Language Planning; Language Research; Language Role; Minority Groups; Multilingualism; Denmark; Finland; Namibia; Norway; Sweden + Suchen Sie Ihr Suchwort? Kolonialismus; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Developing country; Developing countries; Entwicklungsland; Lehrstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Interkulturelle Kommunikation; Teaching language; Unterrichtssprache; Sprachwechsel; Sprachforschung; Ethnische Minderheit; Mehrsprachigkeit; Multilingualismus; Dänemark; Finnland; Norwegen; Schweden
Abstract	Five papers address issues in language learning and teaching in multicultural environments. "Namibian Educational Language Planning: English for Liberation or Neo-Colonialism?" (Robert Phillipson, Tove Skutnabb-Kangas, Hugh Africa) examines decisive factors in choice of language for instruction, focusing on the choice of English and the role of native languages. In "Cultilinguistic Imperialism -- What Can Scandinavia Learn from the Second and Third Worlds?" (Skutnabb-Kangas and Phillipson), it is proposed that Denmark, Finland, Norway, and Sweden should draw more on the multilingual experience in less developed countries to clarify the different purposes served by each language in a multilingual community and identify which languages need support. "Can Increased Metacommunicative Awareness Solve Intercultural Communication Difficulties?" (Phillipson and Skutnabb-Kangas) invites scholars with experience in working with metacommunicative awareness to participate in a project begun in 1985. "How to Analyse Communicative Competence in the Integration Process" (Skutnabb-Kangas and Phillipson) proposes that for acculturation and social integration to occur for immigrants, the power relationship among groups must be changed, intercultural gaps narrowed, and solidarity established between minority and dominant majority. "Who Wants To Change What and Why?--Conflicting Paradigms in Minority Education Research" (Skutnabb-Kangas) attempts to clarify reasons for conflicting recommendations for education of minority children. (MSE)
Anmerkungen	ROLIG, Roskilde Universitetscenter, hus 21.2, Postbox 260, DK-4000, Roskilde, Denmark.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC