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This edited volume offers a new look at community and heritage languages schools around the world, providing a comprehensive and nuanced portrait of language education and cultural understanding in and beyond school contexts.
This edited volume offers a new look at community and heritage languages schools around the world, providing a comprehensive and nuanced portrait of language education and cultural understanding in and beyond school contexts.
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Autorenporträt
Ken Cruickshank is professor of education and TESOL at the University of Sydney and Director of the Sydney Institute for Community Languages Education (SICLE), Australia. Joseph Lo Bianco is Professor Emeritus of Language and Literacy Education at the Melbourne Graduate School of Education, Australia, and Vice President of the Autralian Academy of the Humanities. Merryl Wahlin is an experienced government and non-government languages consultant and is Deputy Director of the Sydney Institute of Community Language Education (SICLE), Australia.
Inhaltsangabe
Contributor Biographies
Preface
Chapter 1 Community/Heritage Languages Schools Transforming Education: Beyond complementary, more than integration
Chapter 2 Teaching and Learning Community Languages in Scotland during the COVID-19 Pandemic: Challenges, opportunities, and innovations
Chapter 3 Reimagining 'Language', 'Community', and 'Identity' in Community Language Learning
Chapter 4 New Possibilities for Heritage Languages within a Reshaped Language Education Landscape: Lessons from the Critical Connections Multilingual Digital Storytelling Project
Chapter 5 Arabic Heritage Schools as Sites of Multilingualism and Positive Identity Building in the UK
Chapter 6 Leading Community/ Heritage Languages Schools
Chapter 7 'Progressing Progressions': Design Considerations in the Development of Language Learning Progressions for Community Language Learners
Chapter 8 Teacher Professional Identities Across Sectors
Chapter 9 "The school made me realise that all Chinese people are different": Constructing Interculturality and Pupils' Identity in Two Community Schools
Chapter 10 Reasons and Resistance: Parents' Reflections on Community Language Education in Swedish and Vietnamese Schools
Chapter 11 Transnational Vietnamese Parents as Managers of Heritage Language Education: The "How" of "What"
Chapter 12 Confronting a Monolingual Mindset: Exploring Pathways to Accreditation for Community Languages Teachers
Chapter 13 Community Language School Teachers' Emotions and Professional Learning
Chapter 14 Charting Pedagogies for Community/ Heritage Language Learning Within a More Unified, Pluralist View of Languageand Literacy Education
Chapter 15 Community Language Learning Supported by Religious and Spiritual Contexts
Chapter 16 Religion in Community Language Schools: The beliefs of Brazilian teachers in England
Chapter 17 Case Studies: Greek, Arabic and Tamil Language Schools
Chapter 18 Parallel Lines: Community/Heritage Languages Schools and Future Research
Chapter 1 Community/Heritage Languages Schools Transforming Education: Beyond complementary, more than integration
Chapter 2 Teaching and Learning Community Languages in Scotland during the COVID-19 Pandemic: Challenges, opportunities, and innovations
Chapter 3 Reimagining 'Language', 'Community', and 'Identity' in Community Language Learning
Chapter 4 New Possibilities for Heritage Languages within a Reshaped Language Education Landscape: Lessons from the Critical Connections Multilingual Digital Storytelling Project
Chapter 5 Arabic Heritage Schools as Sites of Multilingualism and Positive Identity Building in the UK
Chapter 6 Leading Community/ Heritage Languages Schools
Chapter 7 'Progressing Progressions': Design Considerations in the Development of Language Learning Progressions for Community Language Learners
Chapter 8 Teacher Professional Identities Across Sectors
Chapter 9 "The school made me realise that all Chinese people are different": Constructing Interculturality and Pupils' Identity in Two Community Schools
Chapter 10 Reasons and Resistance: Parents' Reflections on Community Language Education in Swedish and Vietnamese Schools
Chapter 11 Transnational Vietnamese Parents as Managers of Heritage Language Education: The "How" of "What"
Chapter 12 Confronting a Monolingual Mindset: Exploring Pathways to Accreditation for Community Languages Teachers
Chapter 13 Community Language School Teachers' Emotions and Professional Learning
Chapter 14 Charting Pedagogies for Community/ Heritage Language Learning Within a More Unified, Pluralist View of Languageand Literacy Education
Chapter 15 Community Language Learning Supported by Religious and Spiritual Contexts
Chapter 16 Religion in Community Language Schools: The beliefs of Brazilian teachers in England
Chapter 17 Case Studies: Greek, Arabic and Tamil Language Schools
Chapter 18 Parallel Lines: Community/Heritage Languages Schools and Future Research
Index
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