| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNISA996417592303316 |
|
|
Titolo |
New York Law School law review |
|
|
|
|
|
Pubbl/distr/stampa |
|
|
New York, NY, : New York Law School, ©1976- |
|
|
|
|
|
|
|
Soggetti |
|
Law - New York (State) |
Human rights |
Comparative law |
International law |
New York |
United States Law |
Law |
Law reviews. |
Periodicals. |
New York (State) |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Periodico |
|
|
|
|
|
Note generali |
|
Refereed/Peer-reviewed |
Title from title screen (Hein Online, viewed June 30, 2004). |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2. |
Record Nr. |
UNINA9910778955903321 |
|
|
Titolo |
Language policy [[electronic resource] ] : dominant English, pluralist challenges / / edited by William Eggington, Helen Wren |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Amsterdam ; ; Philadelphia, : J. Benjamins, c1997 |
|
|
|
|
|
|
|
ISBN |
|
1-283-42389-8 |
9786613423894 |
90-272-7420-7 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (198 p.) |
|
|
|
|
|
|
Altri autori (Persone) |
|
EggingtonWilliam |
WrenHelen |
|
|
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Language policy - English-speaking countries |
Language and languages - Political aspects |
English language - Political aspects |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references. |
|
|
|
|
|
|
Nota di contenuto |
|
LANGUAGE POLICY DOMINANT ENGLISH, PLURALIST CHALLENGES; Title page; Copyright page; Table of Contents; Acknowledgments; FOREWORD PALMAM QUI MERUIT FERAT; Introduction; Are the stated purposes viable?; Entry into the profession; The self-image of ESL/EFL teachers; Conclusion; References; INTRODUCTION; PART I. THE DOMINANCE OF ENGLISH AND NATIONAL LANGUAGE POLICIES: AN OVERVIEW; CHAPTER 1. MAKING A DIFFERENCE IN LANGUAGE POLICY AGENDAS; Overview; 1. Thinking globally, acting locally; 2. Helping the TESOL teachers' association work for students |
3. Learning from the language policies and practices of other countries Thinking globally, acting locally: the teacher's role; Helping the TESOL teachers' association work for students; Learning from the language policies and practices of other countries; Where do we go from here?; References; CHAPTER 2. THE ENGLISH LANGUAGE METAPHORS WE PLAN BY; Introduction; The impact of socially shared metaphors; English language related metaphors; Foundation metaphors; Expansion metaphors (17th - mid-20th century); Contemporary metaphors (Mid-20th Century - ); Conclusion: metaphor and policy; References |
|
|
|
|
|
|
|
|
|
|
|
PART II. LANGUAGE AND LANGUAGE-IN-EDUCATION POLICIES IN ENGLISH-DOMINANT NATIONSCHAPTER 3. ""THE GROWN-UPS KNOW BEST"": LANGUAGE POLICY-MAKING IN BRITAIN IN THE 1990's; Linguistic profile of the United Kingdom; Provision for languages in the UK; Changes after the 1988 Education Bill; The appropriation of English; Language planning in Britain today; Implications for bilingual and bi-dialectal pupils; Back to the basics; References; CHAPTER 4. LANGUAGE POLICY IN THE USA: NATIONAL VALUES, LOCAL LOYALTIES, PRAGMATIC PRESSURES |
A definition and framework: no official, but multiple, informal policies Educational governance: national or local?; Regional and ethnic influences, historical and contemporary; Ideological and structural tensions; Bilingual education: new federal-local connections; Bilingualism for all: moves toward the mainstream; Instruction in other languages: lofty visions, local realities; Some final thoughts; References; CHAPTER 5. ENGLISH LANGUAGE-IN-EDUCATION POLICIES IN CANADA; Francophone learners of English in Québec; First Nations learners of English; Prevalent issues and recent developments |
1. Equity of access to language education2. Tensions between regional situations and differing levels of responsibility; 3. Relations of language education to other societal issues and cultural processes; 4. Maintenance of languages other than English or French; 5. Developing resources, research, theories, and facilitating structures; References; CHAPTER 6. ENGLISH AND PLURALISTIC POLICIES: THE CASE OF AUSTRALIA; Introduction; Overview of language planning in Australia; Language policies since the 1960's; Debates and issues on language policy today; English; Australian English |
Aboriginal English |
|
|
|
|
|
|
Sommario/riassunto |
|
'Think globally, act locally' is the message of Language Policy: Dominant English, Pluralist Challenges. The book examines the impact of English in countries in which it is taken for granted - Australia, Britain, Canada, New Zealand, and the USA. It explores how the dominance of English impacts on the development of national language policies, the maintenance of minority languages, the ability to provide services in other languages, the efforts to promote first language and bilingual education programs, and the opportunities for adult and child second language and literacy training. |
|
|
|
|
|
|
|
| |