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Living Through Languages
Living through Languages: An African Tribute to René Dirven is a collection of scholarly research meant to honour the various facets of his academic legacy, which includes language policy and politics, language acquisition (specifically in multilingual societies), the role of English and English language teaching, and a life-long interest in cognitive linguistics.
Encyclopedia of Language and Linguistics
The first edition of ELL (1993, Ron Asher, Editor) was hailed as "the field's standard reference work for a generation". Now the all-new second edition matches ELL's comprehensiveness and high quality, expanded for a new generation, while being the first encyclopedia to really exploit the multimedia potential of linguistics. * The most authoritative, up-to-date, comprehensive, and international reference source in its field * An entirely new work, with new editors, new authors, new topics and newly commissioned articles with a handful of classic articles * The first Encyclopedia to exploit the multimedia potential of linguistics through the online edition * Ground-breaking and International ...
THE EARLY GRADE READING ASSESSMENT
The Early Grade Reading Assessment (EGRA) measures students' progress towards reading. EGRA gauges early literacy skills through a 15-minute individual oral assessment of five fundamental reading skills. RTI worked with education experts to develop the EGRA in 2006, and it has been piloted and implemented in more than 40 countries. This volume aims to take stock of the substantial amount of information and experience generated through the use of EGRA, and to share this knowledge with practitioners, policymakers, and international donors. Chapters cover not only particular applications of the instrument but also put EGRA in the context of broader issues and developments in literacy and education.
Multilingual Higher Education
The general perception that a good command of English is enough to gain access and to be successful in higher education hides the complexity of learning and teaching in multilingual environments, and this book shows that all higher education environments are multilingual to some extent. Strategies like translation, interpreting and switching from one language to another not only support learning but also build competence for multilingual professional environments. Whether institutions focus on widening access to minoritised communities or whether they want to attract more international students, the book argues that a multilingual pedagogy is needed to improve student access and success. Building on work by Nancy Hornberger, Colin Baker and Ofelia García, the book extends strategies and techniques from bilingual education at school level to multilingual higher education.
Education in a New South Africa
A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education.
International Encyclopedia of Education
The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education, Third Edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multi...
Language, Society, and Empowerment in Africa and Its Diaspora
Africa’s diversity is best illustrated linguistically. Thousands of endogenous and exogenous languages are linked to and central to the identity and reality of Africans. Language is a vital lens for analyzing these multifaceted challenges in Africa, where a deeper understanding of the entire linguistic landscape is germane to understanding sociopolitical and cultural systems. Concentrating on instrumental and emblematic functions of language in Africa, Language, Society, and Empowerment in Africa and Its Diaspora argues for the critical value of African languages beyond functionality into philosophical consideration of their importance for African unity and advancement. Akinloyè Òjó cal...
IBSS
IBSS is the essential tool for librarians, university departments, research institutions and any public or private institution whose work requires access to up-to-date and comprehensive knowledge of the social sciences.
Socio-Cultural Perspectives on Science Education
Global science education is a reality at the end of the 20th century - albeit an uneven reality - because of tremendous technological and economic pressures. Unfortunately, this reality is rarely examined in the light of what interests the everyday lives of ordinary people rather than the lives of political and economic elites. The purpose of this book is to offer insightful and thought-provoking commentary on both realities. The tacit question throughout the book is `Whose interests are being served by current science education practices and policies?' The various chapters offer critical analysis from the perspectives of culture, economics, epistemology, equity, gender, language, and religion in an effort to promote a reflective science education that takes place within, rather than taking over, the important cultural lives of people. The target audience for the book includes graduate students in education, science education and education policy professors, policy and government officials involved with education.
Language, Discourse and Participation
This study presents challenging findings on language choice and discourse formation in participatory development co-operation. Situated in the framework of two rural development programs in Tanzania, it questions multilingual routines in development co-operation and deals with issues of linguistic exclusion in postcolonial societies. At the same time, it demonstrates how development objectives are negotiated at grass-root level, addressing persistent questions of agency in donor-driven planning processes.
