000			03496cam a2200397Ii 4500
001			ocn868961528
003			OCoLC
005			20240726104240.0
008			140124s2014 ne a b 001 0 eng d
020			_a9400773161
020			_a9400773188
020			_a9789400773165
020			_a9789400773189
040			_aCDX _beng _erda _cCDX _dOCLCO _dOCLCQ _dERASA _dTXJ _dOHX _dYDXCP _dBTCTA _dOCLCQ _dOCLCF _dEQO _dOCLCQ
050	0	4	_aLC3715 _b.M566 2014
050	0	4	_aLC3715
245	1	0	_aMinority languages and multilingual education : _bbridging the local and the global / _cDurk Gorter, Victoria Zenotz, Jasone Cenoz, editors.
260			_aDordrecht : _bSpringer, _c(c)2014.
300			_axi, 220 pages : _billustrations (black and white) ; _c24 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aEducational linguistics ; _vvolume 18
504			_a1
505	0	0	_aIntroduction: minority language education facing major local and global challenges -- _tAdopting a multilingual habitus: What North and South can learn from each other about the essential role of non-dominant languages in education -- _tModel for trilingual education in the People's Republic of China -- _tMargins, diversity and achievement: System-wide data and implementation of multilingual education in Ethiopia -- _tA new model of bilingualism for Singapore: Multilingualism in the 21st century -- _tLanguage education and Canada's Indigenous peoples -- _tPolicy and teaching English to Palestinian students in Israel: An ecological perspective to language education policies -- _tInterethnic understanding and the teaching of local languages in Sri Lanka -- _tDynamic multimodal language practices in multilingual indigenous Sami classrooms in Finland -- _tBalancing the languages in Maori-medium education in Aotearoa/New Zealand -- _tCritical classroom practices: Using English to foster minoritized languages and cultures in Oaxaca, Mexico -- _tMultilingualism and European minority languages: The case of Basque.
520	0		_aThis book presents research on the situation minority language school children face when they need to learn languages of international communication, in particular English. The book takes minority languages as a starting point and it bridges local and global perspectives in the analysis of multilingual education contexts. It examines the interaction of minority languages and cultures, majority languages and lingua franca-s in a variety of settings across different regions and countries on all continents. Even though all chapters in this book involve minority languages, the issues discussed are relevant to any context in which more than language is used in education. The book reveals challenges and opportunities of multilingual education by discussing issues such as Northern and Southern concepts, language education policies, language diversity, interethnic understanding, multimodal language practices, power, conflict, identity and prestige, among many others.
530			_a2
650		0	_aEducation, Bilingual.
700	1		_aCenoz, Jasone, _5
700	1		_aGorter, Durk, _5
700	1		_aZenotz, Victoria, _5
907			_a.b17193035 _b02-03-16 _c01-14-16
942			_cREF _hLC _m2014 _i2020-10-24 _k129.00 _2ddc _w97.23
945			_g1 _i31923001635412 _j2 _lcirr _o _p129.00 _q _r _so -- _t69 _u0 _v0 _w0 _x0 _y.i20280622 _z02-03-16
998			_b01-14-16 _cm _da
999			_c61820 _d61820
902			_a1 _bCynthia Snell _c1 _dCynthia Snell