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Autor/in | Sembiante, Sabrina |
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Titel | Translanguaging and the Multilingual Turn: Epistemological Reconceptualization in the Fields of Language and Implications for Reframing Language in Curriculum Studies |
Quelle | In: Curriculum Inquiry, 46 (2016) 1, S.45-61 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0362-6784 |
DOI | 10.1080/03626784.2015.1133221 |
Schlagwörter | Multilingualism; Epistemology; Bilingual Education; Critical Theory; Monolingualism; English (Second Language); Language Acquisition; Curriculum |
Abstract | New challenges in education, stemming from the forces of globalization and the continued diversification of the student body, illuminate the need for a reexamination of the role of language in curriculum studies. Through a discussion of the issues around multilingualism and translanguaging and the shift in perspective that these topics have provoked in the fields of SLA, TESOL, BE, I present the relevance and implications of this critical language approach for the field of curriculum studies. My commentary is guided by three questions. Initially, I investigate, how do the purposes and audiences of the May and García and Wei compare? I continue on to discuss, what are common key themes or issues raised by the books? And lastly, I consider, how do the concepts discussed in each book inform each other and the field of curriculum studies at large? I provide concluding thoughts on ways for language as critical pedagogy to be taken up in the broader domains of curriculum studies. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |