Voices of Authority: Education and Linguistic Difference. Contemporary Studies in Linguistics and Education, Volume 1.

Sonst. Personen	Heller, Monica (Hrsg.); Martin-Jones, Marilyn (Hrsg.)
Titel	Voices of Authority: Education and Linguistic Difference. Contemporary Studies in Linguistics and Education, Volume 1.
Quelle	(2001), (453 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	1530-8359
ISBN	1-56750-531-7
Schlagwörter	Bilingualism; Code Switching (Language); Cultural Maintenance; Educational Policy; Ethnic Groups; Foreign Countries; Heritage Education; Immigrants; Language Attitudes; Language Maintenance; Language Minorities; Language Planning; Languages; National Programs; Official Languages; Politics of Education; Public Policy; School Role; Second Language Instruction; Second Language Learning; Sociolinguistics; Uncommonly Taught Languages; Australia; Botswana; Brazil; Burundi; Canada; France; Hong Kong; Kenya; Malta; Peru; Switzerland; United Kingdom + Suchen Sie Ihr Suchwort? Bilingualismus; Politics of education; Bildungspolitik; Ethnie; Ausland; Immigrant; Immigrantin; Immigranten; Sprachverhalten; Sprachpflege; Sprachminderheit; Sprachwechsel; Language; Sprache; nicht übertragen; Office language; Amtssprache; Educational policy; Öffentliche Ordnung; Fremdsprachenunterricht; Zweitsprachenerwerb; Soziolinguistik; Minderheitensprache; Australien; Brasilien; Kanada; Frankreich; Hongkong; Kenia; Schweiz; Großbritannien
Abstract	Chapters in this volume include the following: "Co-Constructing School Safetime: Safetalk Practices in Peruvian and South African Classrooms" (Nancy H. Hornberger, J. Keith Chick); "Codeswitching and Collusion: Classroom Interaction in Botswana Primary Schools" (Jo Arthur); "Language and Educational Inequality in Primary Classrooms in Kenya" (Grace Bunyi); "The Contradictions of Teaching Bilingually in Postcolonial Burundi: From Nyakatsi to Maisons en Etages" (Lin Ndayipfukamiye); "Turn-Taking and the Positioning of Bilingual Participants in Classroom Discourse: Insights from Primary Schools in England" (Marilyn Martin-Jones, Mukul Saxena); "Symbolic Domination and Bilingual Classroom Practices in Hong Kong" (Angel M. Y. Lin); "'Like You're Living Two Lives in One Go': Negotiating Different Social Conditions for Classroom Learning in a Further Education Context in England" (Celia Roberts, Srikant Sarangi); "Constructing Hybrid Postcolonial Subjects: Codeswitching in Jaffna Classrooms" (Suresh Canagarajah); "Language Values and Identities: Codeswitching in Secondary Classrooms in Malta" (Antoinette Camilleri Grima); "Classroom Interaction and the Bilingual Resources of Migrant Students in Switzerland" (Lorenza Mondada, Laurent Gajo); "Authority and Authenticity: Corsican Discourse on Bilingual Education" (Alexandra Jaffe); "Languages of State and Social Categorization in an Arctic Quebec Community" (Donna Patrick); "Collusion, Resistance, and Reflexivity: Indigenous Teacher Education in Brazil" (Marilda C. Cavalconti); "Telling What Is Real: Competing Views in Assessing ESL Development in Australia" (Helen Moore); "Legitimate Language in a Multilingual School" (Monica Heller); "Youth, Race, and Resistance: A Sociopolinguistic Perspective on Micropolitics in England" (Ben Rampton); "Education in Multilingualism Settings: Stakes, Conditions, and Consequences" (Monica Heller, Marilyn Martin-Jones). (KFT)
Anmerkungen	Ablex Publishing, 88 Post Road West, Westport, CT 06881-5007 ($34.95). Web site: http://www.ablexbooks.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC