Managing diversity in education : languages, policies, pedagogies / Edited by David Little, Constant Leung and Piet Van Avermaet.

Format:

Book

Contributor:

Little, D. G., editor.

Leung, Constant, 1950- editor.

Avermaet, Piet van, editor.

Frances Baylinson Rosenbluth Fund.

Series:

New perspectives on language and education

New Perspectives on Language and Education

Language:

English

Subjects (All):

Multilingualism.

Multiculturalism.

Language policy.

Linguistic minorities.

Language and education.

Mainstreaming in education.

Physical Description:

xxv, 300 pages ; 21 cm.

Place of Publication:

Bristol, UK : Multilingual Matters, [2014]

Summary:

Diversity - social, cultural, linguistic and ethnic - poses a challenge to all educational systems. Some authorities, schools and teachers look upon it as a problem, an obstacle to the achievement of national educational goals, while for others it offers new opportunities. Successive PISA reports have laid bare the relative lack of success in addressing the needs of diverse school populations and helping children develop the competences they need to succeed in society. The book is divided into three parts that deal in turn with policy and its implications, pedagogical practice, and responses to the challenge of diversity that go beyond the language of schooling. This volume features the latest research from eight different countries, and will appeal to anyone involved in the educational integration of immigrant children and adolescents. Book jacket.

Contents:

Part 1

1 Language and Identity in Multilingual Schools: Constructing Evidence-based Instructional Policies / Jim Cummins Cummins, Jim 3

Introduction 4

Patterns of Immigrant Student Achievement 7

Intersections Among Socioeconomic Status, Societal Power Relations and Identity Negotiation 9

A Framework for Implementing Evidence-based Pedagogy in Diverse School Contexts 17

Interpretations of Evidence-based Policies in Two International Contexts 19

Conclusion 23

2 English as an Additional Language: Symbolic Policy and Local Practices / Tracey Cosiley Cosiley, Tracey, Constant Leung Leung, Constant 27

The Teaching of EAL 28

Policy in Practice 30

Practice as a Reflection of Policy (or not) 39

3 Germany after the 'PISA Shock': Revisiting National, European and Multicultural Values in Curriculum and Policy Discourses / Daniel Faas Faas, Daniel 43

Introduction 44

Methodology 46

Cultural Autonomy, Integration and Diversity in Baden-Württemberg 47

Conclusions 53

4 Teaching English to Immigrant Students in Irish Post-primary Schools / Rachael Fionda Fionda, Rachael 57

Introduction 58

Hegemony and 'Gaps' 59

Official Policy 60

Academic Language and Learner Autonomy 61

Teachers, Provision and Pedagogy 61

Phase 1 of My Investigation 62

Phase 2 of My Investigation 63

Discussion 68

Conclusion 70

5 Inclusion or Invasion How Irish Post-primary Teachers View Newcomer Students in the Mainstream Classroom / Fiona Kearney Kearney, Fiona 73

Introduction: Sample and Methodology 74

Key Survey Findings on Teachers' Attitudes to Newcomers' Inclusion in Mainstream 75

Dismantling Teacher Resistance to Inclusion: The Case for In-service Provision 80

Conclusion: The 21st Century School - Gatekeeper of Elitism or Trailblazer for Inclusion 82

Appendix A Questionnaire 86

Appendix B Interview Schedule 94

6 The Linguistic Challenges of Immigration: The Irish Higher Education Sector's Response / Bríd Ní Chonaill Chonaill, Bríd Ní 97

Overview 98

Background and Rationale of the Study 98

The Promotion of Equality in the Higher Education Sector 99

Methodology 99

Results 101

Conclusion 107

Part 2

7 Investigating the Development of Immigrant Pupils' English L2 Oral Skills in Irish Primary Schools / Bronagh Catibušic Catibušic, Bronagh 111

Introduction 112

The Need for Empirical Research 115

Data Collection and Methods of Analysis 115

Results 117

Conclusion 126

Appendix 128

8 Investigating the Linguistic Skills of Migrant Students in the German Vocational Education System / Patrick Grammes Grammes, Patrick 132

Introduction 132

Educational Factors 133

Linguistic Factors 135

Empirical Findings 139

Discussion 142

Conclusion 144

9 A Corpus-based Analysis of the Lexical Demands that Irish Post-primary Subject Textbooks Make on Immigrant Students / Stergiani Kostopoulou Kostopoulou, Stergiani 147

The Rationale for a Corpus Linguistic Analysis of Irish Post-primary Subject Textbooks 148

Subject-specific Corpora and Methodology 149

The Most Frequent Lexical Words in the Six Corpora and their Collocates 151

The Most Frequent 4-word Clusters in the Six Corpora and their Semantic and Functional Associations 159

Conclusion 163

10 Assessing the Impact of English Language Support Programme Materials on Post-primary Language Support and Mainstream Subject Classrooms in Ireland / Zachary Lyons Lyons, Zachary 167

Introduction 168

ELSP Research in Post-primary Schools 168

Developing the ELSP Language Support Materials 169

Impact Study 172

Some Findings 177

Concluding Remarks 182

Appendix 185

Part 3

11 From English Language Support to Plurilingual Awareness / Déirdre Kirwan Kirwan, Déirdre 189

Introduction 190

Issues in English Language Support 190

Plurilingual Awareness 191

Conclusion 202

12 Language Diversity in Education: Evolving from Multilingual Education to Functional Multilingual Learning / Sven Sierens Sierens, Sven, Piet Van Avermaet Avermaet, Piet Van 204

Introduction 205

Monolingual versus Multilingual Education 205

Dealing with Linguistic Diversity at School, Strategy 1: A Constructive Language Policy 213

Responding to Linguistic Diversity at School, Strategy 2: Language Awareness Raising 215

Exploiting Linguistic Diversity at School, Strategy 3: Functional Multilingual Learning 217

To Conclude 219

13 Exploring the Use of Migrant Languages to Support Learning in Mainstream Classrooms in France / Nathalie Auger Auger, Nathalie 223

General Policies, Specific Pedagogy and Impact on Migrant Languages 224

The Use of Migrant Languages: An Experiment 228

Conclusion: Further Steps 240

14 Linguistic Third Spaces in Education: Teachers' Translanguaging across the Bilingual Continuum / Nelson Flores Flores, Nelson, Ofelia García García, Ofelia 243

The Origins of National/Colonial Language Ideologies 244

Critique of Nation State/Colonial Language Ideologies 245

Creating Linguistic Third Spaces at Pan American International High School 246

Conclusion 255

15 From 'Monolingual' Multilingual Classrooms to 'Multilingual' Multilingual Classrooms: Managing Cultural and Linguistic Diversity in the Nepali Educational System / Shelley X. Taylor Taylor, Shelley X. 257

Challenges in Introducing L1-based MLE 258

When 'More' is Less, not More, and the Management of Linguistic Diversity in Education 259

The Lure of 'Goddess English' 260

Introducing L1-based MLE into Nepal to Manage CLD in Education 261

Managing CLD in the Pilot Project 262

Quality Control in 'Multilingual' Multilingual Classrooms 264

Ruling Passions 267

Discussion and Conclusion 268

16 The Ecology of Mobile Phone Use in Wesbank, South Africa / Fie Velghe Velghe, Fie, Jan Blommaert Blommaert, Jan 273

Introduction 274

The Conditions for Mobile Phone Usage in Wesbank 277

Discussion and Conclusion 285.

Notes:

Includes bibliographical references and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the Frances Baylinson Rosenbluth Fund.

ISBN:

9781783090792

1783090790

9781783090808

1783090804

OCLC:

852220736

Publisher Number:

99956182762