Literaturnachweis - Detailanzeige
| Autor/in | Mortimer, Katherine S. |
|---|---|
| Titel | A Potentially Heteroglossic Policy Becomes Monoglossic in Context: An Ethnographic Analysis of Paraguayan Bilingual Education Policy |
| Quelle | In: Anthropology & Education Quarterly, 47 (2016) 4, S.349-365 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0161-7761 |
| DOI | 10.1111/aeq.12165 |
| Schlagwörter | Bilingual Education; Educational Policy; Spanish; Ethnography; Discourse Analysis; Foreign Countries; American Indian Languages; Language Dominance; Language of Instruction; Language Planning; Equal Education; Language Minorities; Language Attitudes; Disadvantaged; Educational Quality; Paraguay |
| Abstract | Ethnographic and discursive approaches to educational language policy (ELP) that explore how policy is appropriated in context are important for understanding policy success/failure in meeting goals of educational equity for language-minoritized students. This study describes how Paraguayan national policy for universal bilingual education successfully disrupted the traditional exclusion of Guarani from education, but it has failed so far to disrupt hegemonic monoglossic ideologies that continue to exclude Guarani-dominant students from high-quality education. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
