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1. |
Record Nr. |
UNINA9910457442203321 |
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Titolo |
Uniformity and Diversity in Language Policy : Global Perspectives / / Catrin Norrby, John Hajek |
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Pubbl/distr/stampa |
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Blue Ridge Summit, PA : , : Multilingual Matters, , [2011] |
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©2011 |
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ISBN |
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Descrizione fisica |
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1 online resource (292 p.) |
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Collana |
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Disciplina |
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Soggetti |
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Language and languages -- Variation |
Language policy |
Language policy - Variation |
Language and languages |
Languages & Literatures |
Philology & Linguistics |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di contenuto |
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Frontmatter -- Contents -- Contributors -- Acknowledgements -- General Introduction -- Introduction to Part 1 -- Chapter 1. Language Policy and Citizenship in Quebec: French as a Force for Unity in a Diverse Society? -- Chapter 2. Do National Languages Need Support and Protection in Legislation? The Case of Swedish as the ‘Principal Language’ of Sweden -- Chapter 3. Language Policy and Smaller National Languages: The Baltic States in the New Millennium -- Chapter 4. Language Policy in Australia: What Goes Up Must Come Down? -- Chapter 5. Regional Languages, the European Charter and Republican Values in France Today -- Introduction to Part 2 -- Chapter 6: Breton Language Maintenance and Regeneration in Regional Education Policy -- Chapter 7. Language Policy in Spain: The Coexistence of Small and Big Languages -- Chapter 8. Language Policy and Language Contact in New Mexico: The Case of Spanish -- Chapter 9. Indigenous Languages, Bilingual Education and English in Australia -- Chapter 10. Bringing Asia to the Home Front: The Australian Experience of Asian Language |
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Education through National Policy -- Introduction to Part 3 -- Chapter 11. Testing Identity: Language Tests and Australian Citizenship -- Chapter 12. Language as Political Emblem in the New Culture War in Northern Ireland -- Chapter 13. Language Policy and Reality in South Tyrol -- Chapter 14. Addressing Policy on the Web: Netiquettes and Emerging Policies of Language Use in German Internet Forums -- Chapter 15. Language Policy in Practice: What Happens When Swedish IKEA and H&M Take ‘You’ On? -- Chapter 16. Regulating Language in the Global Service Industry |
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Sommario/riassunto |
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This book brings together current research by leading international scholars on the often contentious nature of language policies and their practical outcomes in North America, Australia and Europe. It presents a range of perspectives from which to engage with a variety of pressing issues raised by multilingualism, multiculturalism, immigration, exclusion, and identity. A recurrent theme is that of tension and conflict: between uniformity and diversity, between official policies and real day-to-day life experiences, but also between policies in schools and the corporate world and their implementation. Several chapters present research about language policy issues that has previously not been fully or easily available to an English-language audience. Many of the chapters also provide up-to-date analyses of language policy issues in particular regions or countries, focusing on recent developments. |
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2. |
Record Nr. |
UNINA9910790399103321 |
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Autore |
Dearden R. F. |
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Titolo |
The philosophy of primary education : an introduction / / R.F. Dearden |
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Pubbl/distr/stampa |
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Abingdon, Oxon ; ; New York, N.Y. : , : Routledge, , 2012 |
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ISBN |
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1-136-49264-X |
1-280-67283-8 |
9786613649768 |
0-203-13866-X |
1-136-49265-8 |
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Descrizione fisica |
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1 online resource (209 p.) |
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Collana |
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Routledge library editions. Education ; ; v. 138 |
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Disciplina |
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Soggetti |
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Education, Elementary - Philosophy |
Education, Elementary - Curricula |
Education, Elementary - Aims and objectives |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Originally published: London : Routledge & Kegan Paul, 1968. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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THE PHILOSOPHY OF PRIMARY EDUCATION An Introduction; Copyright; THE PHILOSOPHY OF PRIMARY EDUCATION An Introduction; Original Copyright; The Students Library Of Education; CONTENTS; PREFACE; Chapter One THE CHANGING CONCEPT OF THE PRIMARY SCHOOL; The Elementary School tradition; Two formative influences; Change and uncertainty; Chapter Two AIMS ( 1 ) : NEEDS AND INTERESTS; Needs; Interests; Chapter Three AIMS ( 2 ) : GROWTH; Maturation, child development and readiness; Essential natures and natural goodness; Dewey on growth; Growth and persons; Chapter Four AIMS ( 3 ) : A CURRICULUM |
The Plowden Report on aimsReligion and values; Values and the curriculum; Forms of understanding; The division of forms; Understanding and choice; Understanding and the emotions; Values and the primary school curriculum; Curriculum content; Procedural values; Organization and methods; Chapter Five PLAY AS AN EDUCATIONAL PROCESS; Historical introduction; The concept of play; |
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Theories of play; Chapter Six LEARNING AND EXPERIENCE; Verbalism and experience; The concept of experience; Perceptual concepts; Practical concepts; Theoretical concepts; Experience and teaching |
Concrete, abstract and logical priorityLearning and theoretical concepts; The liberalization of teaching; Chapter Seven ACTIVITY, SELF-EXPRESSION AND THE ARTS; The concept of a human activity; Activity, learning and 'activity methods'; Self-expression, creativity and the arts; Self-expression; Creativity; Teaching and the arts; Chapter Eight MORAL EDUCATION; Morality and religion; The autonomy of ethics; Religion and autonomy; Moral education; General concepts and particular applications; Knowing how to behave; Authoritarianism and rational authority; Moral education and the primary school |
BIBLIOGRAPHYSUGGESTIONS FOR FURTHER READING; INDEX |
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Sommario/riassunto |
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This volume provides a rigorous examination of theoretical concepts such as need, interest, growth, play, experience, activity and self-expression. It also makes an important contribution towards getting a closely argued educational theory. In the first part of the book the author establishes general aims and ends with suggestions as to what the curriculum ought to be. The second part is concerned with the procedures of learning and teaching appropriate to such a curriculum. |
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