LEADER 03515nam 2200613 450 001 9910826097703321 005 20221217013334.0 010 $a1-5015-0296-4 010 $a1-5015-0308-1 024 7 $a10.1515/9781501503085 035 $a(CKB)3850000000000833 035 $a(MiAaPQ)EBC4943389 035 $a(DE-B1597)455298 035 $a(OCoLC)1009176397 035 $a(OCoLC)1011463279 035 $a(DE-B1597)9781501503085 035 $a(Au-PeEL)EBL4943389 035 $a(CaPaEBR)ebr11461807 035 $a(EXLCZ)993850000000000833 100 $a20171128h20172017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aIsms in language education /$fedited by Damian J. Rivers, Karin Zotzmann 210 1$aBerlin, [Germany] ;$aBoston, [Massachusetts] :$cDe Gruyter Mouton,$d2017. 210 4$d©2017 215 $a1 online resource (282 pages) $cillustrations 225 1 $aLanguage and Social Life,$x2364-4303 ;$vVolume 11 311 $a1-5015-1082-7 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $tFrontmatter --$tAcknowledgements --$tContents --$tContributors --$tIntroduction. Bringing the ISMs into focus --$t1. The -isms as interpretive prisms: A pedagogically useful concept --$t2. Intersectionality from a critical realist perspective: A case study of Mexican teachers of English --$t3. Elitism in language learning in the UK --$t4. Native-speakerism and the betrayal of the native speaker language-teaching professional --$t5. Against ethnocentrism and toward translanguaging in literacy and English education --$t6. Cutting across the ideological split of capitalism/communism: Shcherba?s insights on foreign language education --$t7. Methodism versus teacher agency in TESOL --$t8. Academicism in language: ?A Shelob?s web that devours and kills from inside? --$t9. Scientism as a linchpin of oppressing isms in language education research --$t10. Languaging and isms of reinforced boundaries across settings: Multidisciplinary ethnographical explorations --$t11. Heterosexism: A pedagogy of homophobic oppression --$t12. Occidental romanticism and English language education --$tIndex --$tAddresses 330 $aThis volume develops a comprehensive understanding of the manner in which dominant/emergent ideologies, discourses and social structures impact language education. The 17 chapters analyze the complex social dynamics of "isms" within language education and detail how such dynamics influence language education pedagogies and practices, institutional policies, intergroup subjectivities in addition to language proficiency achievements. 410 0$aLanguage and social life (Mouton de Gruyter) ;$vVolume 11. 606 $aSecond language acquisition$xSocial aspects 606 $aLanguage and languages$xStudy and teaching 606 $aLanguage and culture 610 $aLanguage Education. 610 $aLanguage Policy. 610 $aSociolinguistics. 615 0$aSecond language acquisition$xSocial aspects. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aLanguage and culture. 676 $a418.0071 702 $aRivers$b Damian J. 702 $aZotzmann$b Karin 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910826097703321 996 $aIsms in language education$94041290 997 $aUNINA LEADER 01986nam0 22003491i 450 001 UON00072068 005 20231205102354.732 100 $a20020107g19641965 |0itac50 ba 101 $aara 102 $aSY 105 $a|||| 1|||| 200 1 $aKitab al-mu tamad fi usul al-fiqh$fAbu'l-Husayn Muhammad bn Ali bn al-Tayyb al-Basri al-Mu tazili 205 $aDimasq : Maisonneuve$b1964-5 210 $a2 v.$a25 cm 215 $aIl vol. 2 contiene anche: Ziyadat al-mu tamad e al-Qiyas al-sar i 517 1$3UON00359116$aZiyadat al-mu tamad 517 1$3UON00359117$aˆal-‰Qiyas al-sar i 606 $aDIRITTO ISLAMICO CLASSICO$3UONC020056$2FI 620 $aSY$dDamasco$3UONL000182 676 $a340.5$cDIRITTO ISLAMICO / SISTEMI GIURIDICI / DIRITTO CONSUETUDINARIO$v21 700 1$aˆal-‰BASRI$bAbu 'l-Husayn Muhammad b. 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