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Framing languages and literacies : socially situated views and perspectives / / edited by Margaret R. Hawkins
| Framing languages and literacies : socially situated views and perspectives / / edited by Margaret R. Hawkins |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (238 p.) |
| Disciplina | 302.2/244 |
| Altri autori (Persone) | HawkinsMargaret R. <1953-> |
| Soggetto topico |
Literacy - Social aspects
English language - Study and teaching - Social aspects |
| ISBN |
1-135-09318-0
0-203-07089-5 1-299-46989-2 1-135-09319-9 |
| Classificazione | LAN010000FOR007000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Preface; Acknowledgements; 1.Introduction; Introduction; Situated Languages and Literacies; The Social Turn in Language and Literacy Studies; The Book; References; 2.BICS and CALP: Empirical Support, Theoretical Status, and Policy Implications of a Controversial Distinction; Origins of the Distinction; Empirical Origins; Theoretical Origins and Evolution; From Research and Theory to Policy and Practice; Evaluating Theoretical Constructs; Viewing Educational Policies and Practice Through theLens of BICS/CALP
Critique and ResponseConclusion; References; 3.Systemic Functional Linguistics; Systemic Functional Linguistics; Functionality; Stratification; Multimodality; Literacy; Literacy Education; Disposition to Teach and Learn; Notes; References; 4.Discourses In and Out of School: Looking Back; Background: Religion and Theoretical Linguistics; Sharing Time and Discourses; The Reading Wars and Learning as a Discourse Process; Vernacular and Specialist Varieties of Language; Is It Only Poor Children Who Are Failing in School?; New Capitalism and Popular Culture Implications for Research and InterventionReferences; 5.A Postcolonial Perspective in Applied Linguistics: Situating English and the Vernaculars; What Is Postcolonialism?; English- and Vernacular-Medium Education in India:Colonial Vestiges, Neo-Colonial Laminations; Issues of Data and Method; Sites That Reproduce the English-Vernacular Divide: TrackingPolicies, Inequities in Textbooks; Non-Formal Education, Civic Engagements, Efforts at Equality; Some Communal Issues in Ahmedabad: Setting the Backdropfor Non-Formal Education Gandhian Ideologies in Two Settings: Gandhi's Views on Non-Formal Education, Community Service, and Non-CooperationThe Two Endeavours: Drawing on Non-Cooperation to Expand"Education" and Civic Engagement; The National Social Service Scheme at the Women's College; Education and Community at the Gandhi Ashram; Winding Down: Articulating Implications; Notes; References; 6."Multiliteracies": New Literacies, New Learning; Introduction; The "Why" of Multiliteracies; Workers; Citizens; Persons; The "What" of Multiliteracies; Designing Meanings; Modalities of Meaning; The "How" of Multiliteracies ExperiencingConceptualizing; Analysing; Applying; Multiliteracies in Practice; Conclusion; Acknowledgements; Note; References; 7.Regrounding Critical Literacy: Representation, Facts and Reality; Introduction; Literacy and the Production of the Subject; Critical Pedagogy; Discourse Analytic Approaches; The Theoretical and Practical Problem: Representationand Reality; References; 8.Biliteracy Continua; Contexts of Biliteracy: Mobility and Sociolinguistic Scales; Media of Biliteracy: Languaging and Communicative Repertoires Development of Biliteracy: Translanguaging and FlexibleBilingual Pedagogy |
| Record Nr. | UNINA-9910779558703321 |
| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Framing languages and literacies : socially situated views and perspectives / / edited by Margaret R. Hawkins
| Framing languages and literacies : socially situated views and perspectives / / edited by Margaret R. Hawkins |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (238 p.) |
| Disciplina | 302.2/244 |
| Altri autori (Persone) | HawkinsMargaret R. <1953-> |
| Soggetto topico |
Literacy - Social aspects
English language - Study and teaching - Social aspects |
| ISBN |
1-135-09318-0
0-203-07089-5 1-299-46989-2 1-135-09319-9 |
| Classificazione | LAN010000FOR007000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Preface; Acknowledgements; 1.Introduction; Introduction; Situated Languages and Literacies; The Social Turn in Language and Literacy Studies; The Book; References; 2.BICS and CALP: Empirical Support, Theoretical Status, and Policy Implications of a Controversial Distinction; Origins of the Distinction; Empirical Origins; Theoretical Origins and Evolution; From Research and Theory to Policy and Practice; Evaluating Theoretical Constructs; Viewing Educational Policies and Practice Through theLens of BICS/CALP
Critique and ResponseConclusion; References; 3.Systemic Functional Linguistics; Systemic Functional Linguistics; Functionality; Stratification; Multimodality; Literacy; Literacy Education; Disposition to Teach and Learn; Notes; References; 4.Discourses In and Out of School: Looking Back; Background: Religion and Theoretical Linguistics; Sharing Time and Discourses; The Reading Wars and Learning as a Discourse Process; Vernacular and Specialist Varieties of Language; Is It Only Poor Children Who Are Failing in School?; New Capitalism and Popular Culture Implications for Research and InterventionReferences; 5.A Postcolonial Perspective in Applied Linguistics: Situating English and the Vernaculars; What Is Postcolonialism?; English- and Vernacular-Medium Education in India:Colonial Vestiges, Neo-Colonial Laminations; Issues of Data and Method; Sites That Reproduce the English-Vernacular Divide: TrackingPolicies, Inequities in Textbooks; Non-Formal Education, Civic Engagements, Efforts at Equality; Some Communal Issues in Ahmedabad: Setting the Backdropfor Non-Formal Education Gandhian Ideologies in Two Settings: Gandhi's Views on Non-Formal Education, Community Service, and Non-CooperationThe Two Endeavours: Drawing on Non-Cooperation to Expand"Education" and Civic Engagement; The National Social Service Scheme at the Women's College; Education and Community at the Gandhi Ashram; Winding Down: Articulating Implications; Notes; References; 6."Multiliteracies": New Literacies, New Learning; Introduction; The "Why" of Multiliteracies; Workers; Citizens; Persons; The "What" of Multiliteracies; Designing Meanings; Modalities of Meaning; The "How" of Multiliteracies ExperiencingConceptualizing; Analysing; Applying; Multiliteracies in Practice; Conclusion; Acknowledgements; Note; References; 7.Regrounding Critical Literacy: Representation, Facts and Reality; Introduction; Literacy and the Production of the Subject; Critical Pedagogy; Discourse Analytic Approaches; The Theoretical and Practical Problem: Representationand Reality; References; 8.Biliteracy Continua; Contexts of Biliteracy: Mobility and Sociolinguistic Scales; Media of Biliteracy: Languaging and Communicative Repertoires Development of Biliteracy: Translanguaging and FlexibleBilingual Pedagogy |
| Record Nr. | UNINA-9910959086503321 |
| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||