| Nota di contenuto |
Chapter 1: Introduction (Ursula Lanvers, Amy S. Thompson and Martin East) -- Part 1: Challenges to Language Learning in Anglophone Countries: Observations from School Education -- Chapter 2: Language Learning in New Zealand's Schools: Enticing Opportunities and Enduring Constraints (Martin East) -- Chapter 3: The Place of Foreign Languages in the Irish Education System: Towards a More Strategic Approach (Jennifer Bruen) -- Chapter 4: English Monolingualism in Canada: A Critical Analysis of Language Ideologies (Andrea Sterzuk and Hyunjung Shin) -- Chapter 5: Shifting Ideologies: The Seal of Biliteracy in the United States (Charlotte R. Hancock and Kristin J. Davin) -- Chapter 6: Choosing Language Options at Secondary School in England: Insights from Parents and Students (Ursula Lanvers and Christopher Martin) -- Chapter 7: Why Does Northern Ireland Have No Primary School Languages? A Review of the Interplay Between Languages and Politics in Northern Ireland (Ian Collen) -- Chapter 8: Language Education in Australian Primary Schools: Policy, Practice, Perceptions (Shannon Mason and John Hajek) -- Part 2: Challenges to Language Learning in Anglophone Countries: Observations from Higher Education -- Chapter 9: University Language Policy and Planning in the United Kingdom: Modern Foreign Languages Teaching and Learning (Anthony J. Liddicoat) -- Chapter 10: LOTEs in US Universities: Benefits, Trends, Motivations, and Opportunities (Amy S. Thompson) -- Chapter 11: Learning Japanese as a Foreign Language in New Zealand: Questioning the Basic Assumptions (Harumi Minagawa and Dallas Nesbitt) -- Part 3: Ways Forward through Immersion, Lifelong Learning and CLIL -- Chapter 12: Study Abroad for Anglophones: Language Learning through Multilingual Practices (Rosamond Mitchell and Nicole Tracy-Ventura) -- Chapter 13: Learn From the Experts: Collaborative Language Learning and Language Ideology Awareness (Mara R. Barbosa) -- Chapter 14: Content and Language Integrated Learning in England: Missed Opportunities and Ways Forward (Kim Bower) -- Chapter 15: Heritage Language Maintenance in New Zealand (Louisa Buckingham) -- Part 4: Ways Forward Through Online and Virtual Activities -- Chapter 16: Online Language Learning in New Zealand's Primary Schools: Exploring the Impact of One Initiative (Constanza Tolosa, Martin East and Michael Barbour) -- Chapter 17: Developing Multilingual Language Awareness through German-English Online Collaboration (Diana Feick and Petra Knorr) -- Chapter 18: Best of Both Worlds? Developing Integrative Blended Learning for French, Italian and Spanish Beginners at Tertiary Level in Aotearoa/New Zealand (Deborah Walker-Morrison, Gabriella Brussino and Nicola Gilmour) -- Chapter 19: How Do Virtual Interactions with French Speakers Affect the Motivation of Young Learners in a Scottish Primary Classroom? (James Innes and Alan Huang) -- Part 5: Ways Forward through Plurilingual Approaches in the Language Classroom -- Chapter 20: A Plurilingual Approach to Revitalize L2 Teaching and Learning: An Example from Ireland (David Little and Déirdre Kirwan) -- Chapter 21: Using Critical Language Awareness to Disrupt Global English Hegemony in US Higher Education (Emma R. Britton) -- Chapter 22: Thinking Beyond 'Languaging' in Translanguaging Pedagogies: Exploring Ways to Combat White Fragility in an Undergraduate Language Methodology Course (Rebekah R. Gordon, Heather L. Reichmuth, Lee Her and Peter I. De Costa) -- Chapter 23: Preparing Monolingual Teachers of Multilingual Students: Strategies That Work (Qianqian Zhang-Wu) -- Chapter 24: Resistance to Monolingualism: School Principles and Head of Languages' Voices on Factors That Promote and Deter Languages Education in Queensland, Australia (Adriana Díaz, Marisa Cordella and Fabiane Ramos Buckingham) -- Chapter 25: Conclusion (Ursula Lanvers, Amy Thompson and Martin East).
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The Englishization of Higher Education in Europe / / ed. by Robert Wilkinson, René Gabriels
