Notice bibliographique
- Notice
Type(s) de contenu et mode(s) de consultation : Texte noté : électronique
Titre(s) : Critical perspectives on language education [Texte électronique] : Australia and the Asia Pacific / Katie Dunworth, Grace Zhang, editors
Publication : Cham : Springer, 2014
Description matérielle : 1 online resource (xii, 231 pages)
Collection : Multilingual Education ; volume 11
Note(s) : Includes bibliographical references at the end of each chapters and index. - Online resource; title from PDF title page (SpringerLink, viewed August 6, 2014).
The studies in this volume investigate how multilingual education involves a critical
engagement with questions of identity and culture, and a movement towards new ways
of being and belonging. It addresses previously under-explored issues, in particular
the integration of theories like 'thirdness', and practices of language education
and maintenance with relevance to the Asia-Pacific region. The analyses reveal the
delicate balance of interests of all stakeholders and offer detailed insights into
the reality of multilingual education, with specific examples of Chinese, English,
Japanese and Tamil. In a globalised world, effective language education has become
increasingly important, and the studies presented here have the potential to inform
and advance evidence-based multilingual education through adding important dimensions
of theoretical exploration and fresh empirical resources. In learning a second language,
neither do you fully accommodate yourself to the target culture nor merely stick to
your original self. Rather, you engage in negotiations to create your new identities
in 'the third place.' Critical Perspectives on Language Education explores the current
problems of multilingual education from this new angle, with concrete examples from
the Asia-Pacific region. This volume provides a number of valuable insights both for
educational policies and pedagogical practice in the face of the highly dynamic and
fluid nature of cross-cultural interactions today. Nobuyuki Hino, Osaka University,
Japan
Autre(s) auteur(s) : Dunworth, Katie. Fonction indéterminée
Zhang, Grace Qiao. Fonction indéterminée
Sujet(s) : Arts du langage -- Australie
Linguistique appliquée
Indice(s) Dewey :
407.1 (23e éd.) = Langues - Enseignement
Identifiants, prix et caractéristiques : ISBN 9783319061856
Identifiant de la notice : ark:/12148/cb44676042w
Notice n° :
FRBNF44676042
(notice reprise d'un réservoir extérieur)
Table des matières : Chapter 1: Introduction ; Chapter 2: Occupying the 'Third Space': Perspectives and
Experiences of Asian English Language Teachers ; Chapter 3: Changing Perspectives
of Literacy, Identity and Motivation: Implications for Language Education ; Chapter
4: Constructing Meaning from the Unfamiliar: Implications for Critical Intercultural
Education ; Chapter 5: Can Teachers Know Learners' Minds? Teacher Empathy and Learner
Body Language in English Language Teaching ; Chapter 6: Code-switching and Indigenous
Workplace Learning: Cross-cultural Competence Training or Cultural Assimilation? ;
Chapter 7: The Retention of Year 11/12 Chinese in Australian Schools: A Relevance
Theory Perspective ; CHAPTER 8: Towards the Establishment of a WACE Examination in
Japanese as a Heritage Language: Critical Perspectives ; Chapter 9: A Place for Second
Generation Japanese Speaking Children in Perth: Can they Maintain Japanese as a Community
Language? ; CHAPTER 10: Tamil Language in Multilingual Si
