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101 0 $aeng
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181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aMultilingual Education Yearbook 2019 $eMedia of Instruction & Multilingual Settings /$fedited by Indika Liyanage, Tony Walker
205   $a1st ed. 2019.
210  1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019.
215   $a1 online resource (232 pages)
225 1 $aMultilingual Education Yearbook,$x2522-5421
327   $aChapter 1. Medium of instruction and Multilingual contexts: Unravelling the questions and unpacking the challenges (Indika Liyanage) -- Chapter 2. Language alternation as an interactional practice in the foreign language classroom (Anna Filipi) -- Chapter 3. Multilingualism and language mixing among Singapore university students (Kingsley Bolton) -- Chapter 4. Educational globalization and the creation of split identities (Francois Victor Tochon) -- Chapter 5. Bilingual Education classrooms in Sri Lankan schools: A social space for ethnolinguistic reconciliation (Harsha Wijesekera) -- Chapter 6. CLIL for who? Commodification of English-medium courses in Japan?s higher education (Kayoko Hashimoto) -- Chapter 7. Benefits of translanguaging and transculturation exchanges between international higher degree research students and English medium research supervisors (Minglin Li) -- Chapter 8. Trilingualism and Medium of Instruction Models in Minority Schools in Qinghai Province, China (Ma, Fu) -- Chapter 9. Children?s views and strategies for making friends in linguistically diverse English medium instruction settings (Maryanne Theobald) -- Chapter 10. English in a Mongolian Ethnic Minority Primary School (Yi Yayuan) -- Chapter 11. Scrutinising Critical Thinking (CT) in Chinese Higher Education: Perceptions of Chinese Academics (Anhui Wang) -- Chapter 12. Media of instruction in Indonesia: Implications for bi/multilingual education (Tony Walker).
330   $aThis book offers essential insights into the challenges and complexities surrounding the medium of instruction (MOI), its impact on all languages and stakeholders in multilingual contexts, educational processes, developments and outcomes. MOI has been a prominent topic in recent debates on the role of languages in education in multilingual contexts, partly because prioritizing one language over others as the medium of instruction has a profound impact on all languages and stakeholders in multilingual contexts. These include, to name but a few, (language) teachers, teacher educators, students, and policymakers, as well as industries and enterprises built around the needs and expectations of these stakeholders. This book presents high-quality empirical research on education in multilingual societies. It highlights research findings that, in addition to providing descriptions of language learning, development and use in language contact and multilingual contexts, will help shape future language education policy and practices in multilingual societies.
410  0$aMultilingual Education Yearbook,$x2522-5421
606   $aLanguage and education
606   $aMultilingualism
606   $aLearning
606   $aInstruction
606   $aLanguage Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O23000
606   $aMultilingualism$3https://scigraph.springernature.com/ontologies/product-market-codes/N55000
606   $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000
615  0$aLanguage and education.
615  0$aMultilingualism.
615  0$aLearning.
615  0$aInstruction.
615 14$aLanguage Education.
615 24$aMultilingualism.
615 24$aLearning & Instruction.
676   $a370.117
702   $aLiyanage$b Indika$4edt$4http://id.loc.gov/vocabulary/relators/edt
702   $aWalker$b Tony$4edt$4http://id.loc.gov/vocabulary/relators/edt
906   $aBOOK
912   $a9910337745103321
996   $aMultilingual Education Yearbook 2019$92546497
997   $aUNINA