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This book addresses many of the issues facing language teachers, researchers and policy makers in a world where languages are becoming extinct at an alarming rate and are frequently the focus for dispute and conflict.
This book considers the importance of language education in a rapidly changing world. The authors look at language education from different perspectives: the teaching and learning of foreign or second languages; the role of literacy, oracy and language across the curriculum; the part played by different stakeholders in educational policy; and the current state of language teacher education and the ways in which language is addressed in the education of teachers of all subjects. Drawing on their extensive experience of language education, and on case studies and data from around the world, the authors consider how a different approach to language in education might help students to develop the language awareness and linguistic and communicative competences they need in order to participate fully and confidently in our increasingly diverse societies.
A novel ELT resource for language specialists and teachers across the world, this selection of papers is a collection of the most compelling and innovative ideas presented at a seminar hosted by the Centre of English Language, Aga Khan University, Pakistan, in January 2011, entitled ‘ELT in a Changing World: Innovative Approaches to New Challenges’. The book is divided into three sections, the first of which is ‘Global change and language learning’. This section offers a guided tour of language teaching evolution, highlighting the merits of enhanced language awareness, self-immersive and input/output-based learning, and innovative pedagogical interventions. Section Two, ‘Developments in Second Language theory and practice in Pakistan’, reveals the findings of the latest research conducted in Pakistan on language policy scholarship, the development of traditional and e-learning environments, the relationship between language learning and immigration opportunities, and the impact of language ideologies on individual identities. Section Three, ‘Learning innovations’, discusses the need for change and fresh approaches to English language education, and highlights the efforts made within the context of Pakistan to ensure the successful implementation of holistic, needs-based and socially driven curricula. Highly readable and virtually jargon free, the book will prove to be an excellent resource for those seeking up-to-date information on the teaching of English in Pakistan and other related parts of the developing world today.
This book examines the role that language-in-education policy, historically, has played in shaping possibilities for development, within countries in the Sub-Saharan and South Asian regions. This discussion takes account also of the complex ways in which language, education and development, are linked to the changing global labour market. Key questions are raised regarding the impact of international policy imperatives on development possibilities.
An accessible and entertaining textbook that introduces students to sociolinguistics in a real-world context, with issues they care about.
This book addresses the changing contemporary language worlds in three major contexts. It first discusses how the language landscape maps of cities are changing as a result of increased migration, globalization and global media. These features are evident in place names and place name changes as well as the densities and frequencies of language spoken and used in texts. The second section discusses how the state itself is responding to both indigenous and heritage groups desiring to be included and represented in the state’s political landscapes and also expressions of art and culture. In the third section, the authors address a number of cutting-edge theses that are emerging in the linguistic geography and political words. These include the importance of gender, anthropogenetic discourse, the preservation of endangered languages and challenges to a state’s official language policy. Through including authors from nine different countries, who are writing about issues in twelve countries and their overlapping interests in language mapping, language usage and policy and visual representations, this book provides inspiring research into future topics at local, national, regional and international scales.
This book brings together voices and perspectives from across the world and draws in a new generation of curriculum scholars to provide fresh insight into the contemporary field. By opening up Curriculum Studies with contributions from twelve countries—including every continent—the book outlines and exemplifies the challenges and opportunities for transnational curriculum inquiry. While curriculum remains largely shaped and enabled nationally, global policy borrowing and scholarly exchange continue to influence local practice. Contributors explore major shared debates and future implications through four key sections: Decolonising the Curriculum; Knowledge Questions and Curriculum Dilemmas; Nation, History, Curriculum; and Curriculum Challenges for the Future.
This book provides an up-to-date overview of sociolinguistics, including topics of nationalism and popular culture, style and identity, creole languages, critical language awareness, multimodal literacies, classroom discourse, ideologies and power, across language education contexts ranging from the teaching of English as an international language to Indigenous language revitalization.
Language and Development - Teachers in a Changing World comprises twenty-one case accounts contributed by language education professionals working in the context of international development. Frank and stimulating, the contributions explore the implementation of interactive educational approaches in ten Asian countries. The accounts draw on real-life experiences from countries which collectively have been under-represented in the literature to date: Cambodia, China, India, Indonesia, Laos, Malaysia, Papua New Guinea, the Philippines, Singapore and Vietnam. The issues discussed will be familiar to those working in similar situations throughout the world, as many questions are raised and answered in the lively depictions of classroom practice, project management and funding relationships. The editors' introductory and concluding sections provide a descriptive conceptual framework for the practice-based accounts, while allowing the reader the freedom to interpret the meanings and the theoretical implications of each account for themselves.