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Activating linguistic and cultural diversity in the language classroom / / Enrica Piccardo [and three others], editors
| Activating linguistic and cultural diversity in the language classroom / / Enrica Piccardo [and three others], editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (327 pages) |
| Disciplina | 418.0071 |
| Collana | Educational linguistics |
| Soggetto topico |
Language and languages - Study and teaching
Multicultural education Multilingual education Llenguatge i llengües Educació intercultural Ensenyament multilingüe |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-87124-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910558500303321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dominant language constellations approach in education and language acquisition / / Larissa Aronin, Eva Vetter, editors
| Dominant language constellations approach in education and language acquisition / / Larissa Aronin, Eva Vetter, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (244 pages) |
| Disciplina | 370.1175 |
| Collana | Educational linguistics |
| Soggetto topico |
Multilingual education
Ensenyament multilingüe Llenguatge i llengües |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-70769-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgment -- Contents -- About the Editors -- Contributors -- Literacy Learning and Language Education: Dominant Language Constellations and Contemporary Multilingualism -- 1 A Flatter, More Multilingual World -- 2 Language Consequences -- 3 National Monolingualism and Globalized Multilingualism -- 4 Language and Nationalism, and Incipient Language Rights -- 5 Enter the DLC -- 6 Literacy and DLC -- 7 About this Volume -- 8 A World of Contours -- References -- Part I: Dominant Language Constellations in Language Education Policy and School Practices -- Dominant Language Constellations in Education: Patterns and Visualisations -- 1 Introduction -- 2 Dominant Language Constellation as a Pattern -- 2.1 Patterns in Research -- 2.2 DLCs as Patterns of Language Use, Acquisition, and Educational Practices -- How Do Dominant Language Constellations Manifest their Patterned Nature? -- Commensurability of DLC Patterns -- 3 DLC Perspective for Education: Aims, Scope, and Studies -- 3.1 Current Research on DLC -- 3.2 Research via Selected Criteria of DLC Constituents -- 3.3 Aims and Priorities of Patterns-Oriented Research in Education -- 4 Modelling and Visualising DLC Patterns for Multilingual Education -- 4.1 What Are Visualisations and How Are they Useful (a) for Research and (b) for Language Learners and Users? -- 4.2 Pattern-Oriented Visualisations of Multilingualism: DLC Maps and DLC 3D Models -- 5 Summary -- References -- Language Education Policy Through a DLC Lens: The Case of Urban Multilingualism -- 1 Introduction -- 2 The Context: Language Education Policy and Urban Multilingualism -- 2.1 Multilingual Vienna -- 2.2 European Language Education Policy -- 3 Schools in Vienna: Three Snapshots from a DLC Perspective -- 3.1 School Websites Between Mono- and Bilingualism -- 3.2 The Principals' Perspective -- 3.3 Practice -- 4 Conclusion.
References -- Promoting Plurilingual Competences in Primary Schools in Barcelona: A Dominant Language Constellation Approach to Teaching and Learning Languages -- 1 Introduction -- 2 Languages in Barcelona: Language Teaching and Language Use -- 3 Plurilingual Connections: A Dominant Language Constellation Approach to Teaching and Learning Languages -- 4 The Pedagogical Approach: The Integrated Plurilingual Approach -- 4.1 Translanguaging as a Pedagogical Strategy for Highlighting Pupils' Own Languages: Translation for Other Learning Contexts (TOLC) and Language Identity Texts (LITs) -- 4.2 Using TOLC and LITs in the Additional Language Classroom -- 5 The Study -- 5.1 The Methodology -- 5.2 The Context and Participants -- 5.3 The Storybook Project -- Session 1 -- Session 2 -- Session 3 -- Session 4 & -- 5 -- Session 6 -- Session 7 -- Session 8 -- Session 9 -- Session 10 -- 6 Results and Discussion -- 6.1 A DLCA Through IPA Affects Motivation and Attitudes Towards Languages and Language Learning -- 6.2 A DLCA Through IPA Affects Academic Performance in Catalan, English and Spanish -- 6.3 Adopting a DLCA to Language Teaching Affects the Teacher's Attitudes Towards Teaching and Learning Languages -- 7 Conclusions -- References -- Family Language Policy and Dominant Language Constellations: A Canadian Perspective -- 1 Introduction -- 2 The Context -- 2.1 The Dominant Language Constellation -- 2.2 Family Language Policy -- 2.3 Linguistic and Educational Landscape in Ontario -- 3 The Study -- 3.1 Methodology and Research Questions -- 3.2 Results: Questionnaire -- 3.3 Results: Follow-Up Interviews -- 4 General Discussion -- 5 Conclusion -- References -- Educational and Career Opportunities for Refugee-Background Adults in Norway: A DLC Perspective -- 1 Introduction -- 2 Background -- 2.1 Language and the Process of Integration. 2.2 Social, Political and Educational Aspects of the Refugee Situation in Norway -- 2.3 The Roles and Status of English in Norway -- 2.4 Dominant Language Constellation as a Research Paradigm -- 3 Methods -- 3.1 Research Question -- 3.2 Sources of Data -- 4 Results -- 4.1 Majority Communal DLC in Norway -- Websites Serving Refugees -- Languages in Education -- Languages Needed for Employment -- Summary -- 4.2 Actual and Imagined DLCs of Refugees to Norway -- 5 Discussion and Conclusion -- References -- Part II: Dominant Language Constellations in Teacher Training -- Embracing Multilingualism in Teaching Practicum in Finland? DLC as a Tool for Uncovering Individual and Institutional Multilingualism -- 1 Introduction to the DLC Concept and Context -- 2 Contextual Levels for the Study of DLCs -- 3 Contextual Levels from an Affordances Perspective -- 4 Aim, Material and Method -- 5 Results -- 5.1 Swedish-Medium Bilingual Teacher Training School -- Individual Patterns -- Swedish-Medium School Pattern -- 5.2 Finnish-Medium Bilingual Teaching Practice School -- Individual Patterns -- Finnish-Medium School Pattern -- 6 Discussion -- Appendix 1 -- Individual -- Institutional -- References -- The Dominant Language Constellations of Immigrant Teacher Trainees in Israel: Russian, Hebrew and English -- 1 Introduction: The DLCs of Immigrant Teacher Trainees -- 2 Literature Review -- 2.1 The Constitution and Configuration of Immigrant DLCs -- 2.2 Background Information About Immigrants from the FSU to Israel -- 3 Methods and Procedures -- 4 Findings -- 4.1 Evolving DLCs -- 4.2 Changes Within DLCs, Cultural Adjustment -- 4.3 DLCs and Patterns of Socialization -- 4.4 Cognitive Changes in Immigrants' DLCs -- 4.5 Individuals' Changing DLCs and Their Sense of Identity -- 5 Discussion -- 6 Conclusion -- Appendix -- Questionnaire -- References. Part III: Dominant Language Constellations and Identity Through Narratives and Visualizations -- Exploring Identities and Life Stories of Multilingual Transnational Couples Through the Lens of Multilinguality and Dominant Language Constellations -- 1 Introduction -- 2 Background -- 2.1 Multilingual Families -- 2.2 Multilingualism, Transnationality, and Identity -- 2.3 Multilinguality and Dominant Language Constellations -- 2.4 Research Objectives -- 3 Methodology -- 3.1 Autobiographic Narratives -- 3.2 Data Sources -- 3.3 Participants -- 3.4 Data Analysis -- 4 Findings -- 4.1 Complexity and Variation Within Individual and Family DLCs -- Zonja and Barke -- Gabriela and Matias -- Hermione and Ole -- Laura and Jean-Paul -- Johanna and Robert -- 4.2 Fluctuation and Self-Balance -- Zonja and Barke -- Gabriela and Matias -- Hermione and Ole -- Laura and Jean-Paul -- Johanna and Robert -- 4.3 Identity Construction -- Zonja and Barke -- Gabriela and Matias -- Hermione and Ole -- Laura and Jean-Paul -- Johanna and Robert -- 5 Discussion and Conclusion -- Appendices -- Appendix A: DLC Chart Provided to Participants -- Appendix B: Autobiography Guide -- References -- Understanding Dominant Language Constellations Through Analysis of Visual Linguistic Autobiographies by Foreign Language Student Teachers in Germany -- 1 Introduction -- 2 Multilingual Repertoires and Dominant Language Constellations as Complex and Dynamic Systems: A Theoretical Lens to Analyse Multilingual Biographies -- 3 The Empirical Study -- 3.1 Data Collection: Context and Participants -- 3.2 Visual Linguistic Biographies as Data: Methodology of Data Analysis -- 4 Analysis of Visual Linguistic Autobiographies -- 4.1 Languages Included in the (Potential) Dominant Language Constellation of Spanish Student Teachers. 4.2 Languages Included in the (Potential) Dominant Language Constellation of French Student Teachers -- 4.3 Comparison of Dominant Language Constellations and Discussion of Results -- 5 Synthesis and Perspectives -- References -- Languages as Ways of Being: The Linguistic Biography of a Nordic Nomad -- 1 Introduction -- 2 Languages in My Homeland -- 2.1 Icelandic: The Language I Was Born to -- 2.2 English: The Language of Convenience -- 2.3 Danish: The Language I (Have to) Live with on a Daily Basis -- 2.4 German: The 'Foreign' Language for Me -- 3 The Languages Away from Home -- 3.1 Swedish: The Language of My Second Heart -- 3.2 Norwegian: One More Scandinavian Conquest -- 3.3 Faroese: The 'Sister' Language -- 3.4 Lithuanian: The Language of the Country that Likes Me Back -- 3.5 Greek: The Language of a People with a 'Heart of Hearts' -- 4 Summing Up on My Linguistic Treasure Chest -- Appendix -- Commentary on My Clay Chart. |
| Record Nr. | UNINA-9910490024703321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English-medium instruction translanguaging practices in Asia : theories, frameworks and implementation in higher education / / edited by Wenli Tsou and Will Baker
| English-medium instruction translanguaging practices in Asia : theories, frameworks and implementation in higher education / / edited by Wenli Tsou and Will Baker |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (196 pages) |
| Disciplina | 370.1540952 |
| Soggetto topico |
Translanguaging (Linguistics)
English-medium instruction - Asia Anglès Ensenyament multilingüe |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-3001-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Acknowledgments -- Contents -- Editors and Contributors -- Part I Introduction -- 1 Translanguaging as a Glocalized Strategy for EMI in Asia -- 1 Introduction -- 2 CBI, CLIL, EMI and ICLHE -- 3 EMI and ELF -- 4 Opportunities and Challenges of EMI in Asia -- 5 Glocalization and English Education -- 6 Translanguaging as a Glocalizing Strategy -- 7 Overview of the Chapters -- References -- Part II Theory, Research and Policy -- 2 English as a Lingua Franca, Translanguaging, and EMI in Asian Higher Education: Implications for Pedagogy -- 1 Introduction -- 2 ELF, Translanguaging and EMI -- 2.1 ELF in Asia -- 2.2 ELF and Translanguaging, Transmodality, and Transcultural Communication -- 2.3 EMI, ELF and Translanguaging in Asia -- 3 Implications for Pedagogy in EME Classrooms -- 3.1 ELF and Pedagogy -- 3.2 Translanguaging and Pedagogy -- 3.3 EMI/EME and Pedagogy -- 4 Conclusion -- References -- 3 Translanguaging and English-Within-Multilingualism in the Japanese EMI Context -- 1 Introduction -- 2 Reconceptualizing the "E" and "M" in EMI -- 2.1 EMF and the "E" in EMI -- 2.2 EMF and the "M" in EMI -- 2.3 EMF and Translanguaging -- 3 Revitalizing the "I" in EMI at Japanese Universities -- 3.1 Ideological Language Policy -- 3.2 EMF Awareness as the "I" in EMI -- 3.3 EMF Awareness: L1-Shared EMI Cases -- 3.4 EMF Awareness: An International EMI Case -- 4 Discussion and Conclusion -- References -- 4 Translanguaging and Language Policy in Thai Higher Education EMI Programs -- 1 Introduction -- 2 Translanguaging, Pedagogy, and Policy -- 3 English in Language Education Policy, Higher Education, and EMI in Thailand -- 4 Investigating Current Policies -- 5 Findings from Current Policies -- 5.1 Recent Government Language Policy Documents on Higher Education -- 5.2 University Websites -- 6 Discussion -- 6.1 Government Policy.
6.2 University Websites -- 7 Conclusion -- References -- Part III Classrooms and Lectures' Practices and Perspectives -- 5 Translanguaging Strategies for EMI Instruction in Taiwanese Higher Education -- 1 Introduction: EMI in Asia and the Motivation of the Study -- 2 Literature Review -- 2.1 Ideology Shift of Translanguaging -- 2.2 Educational Functions of Translanguaging -- 3 Methodology -- 3.1 Setting and Participants -- 3.2 Data and Analytical Procedures -- 4 Results and Discussion -- 4.1 Interactional Strategies -- 4.2 Discussion on Interactional Strategies -- 4.3 Instructional Strategies -- 4.4 Discussion on Instructional Strategies -- 4.5 Distribution of Different Types of Translingual Strategies -- 4.6 Discussion of Teacher Interviews and Field Notes -- 5 Conclusion -- References -- 6 Strategic Use of L1 in Chinese EMI Classrooms: A Translanguaging Perspective -- 1 Introduction -- 2 National and Local Policy Documents Relating to EMI -- 3 Literature Review -- 4 The Study -- 4.1 Research Setting -- 4.2 Participants and Data Collection -- 4.3 Data Analysis -- 5 Findings -- 5.1 Types of L1 Use in an EMI Context -- 5.2 Adopting L1 for Domain-Specific Knowledge -- 5.3 Complementing English with L1 -- 5.4 L1 Recast -- 6 Conclusion: Using L1 via a Translanguaging Perspective -- References -- Part IV Classrooms and Students' Practices and Perspectives -- 7 Translanguaging Practices in EMI Settings from the Perspective of Student Agency: An Example from Vietnamese Higher Education -- 1 Introduction -- 2 Literature Review -- 2.1 The Implementation of EMI Policy in Vietnamese Higher Education -- 2.2 The ROAD-MAPPING Framework and Student Agency -- 2.3 A Brief Overview of Translanguaging Practices in Bi/Multilingual Classrooms -- 3 Methodology -- 3.1 Research Context -- 3.2 Data Collection -- 3.3 Data Analysis -- 4 Findings. 4.1 Students' Translanguaging Practices During Group Presentations -- 4.2 Students' Translanguaging Practices During Individual Presentations -- 5 Discussion and Conclusion -- References -- 8 "I Forgot the Language:" Japanese Students' Actual Multilingual Selves and Translanguaging Challenges as English Majors in Taiwan -- 1 Introduction -- 1.1 Japan's Communicative English Policy Versus Yakudoku Reality -- 1.2 Language Policy at FFLS -- 1.3 The Dual Language SA Programme in Taiwan -- 2 Literature Review -- 2.1 Monolingual Bias in Second Language Acquisition Motivation Research -- 2.2 English Shadow -- 2.3 Nuanced Relationship with English in Asia -- 3 Theoretical Framework -- 3.1 Multilingual Selves -- 3.2 Translanguaging -- 4 Data Collection and Analysis -- 5 Case Study 1: Oji -- 5.1 Pre-Taiwan Motivation -- 5.2 Translanguaging Patterns in Taiwan -- 5.3 Multilingual Motivation -- 6 Case Study 2: Naoki -- 6.1 Pre-Taiwan Motivation -- 6.2 Translanguaging Patterns in Taiwan -- 6.3 Multilingual Motivation -- 7 Discussion -- 7.1 Pedagogical Implications -- 8 Conclusions -- References -- 9 Translanguaging in EMI Higher Education in Taiwan: Learner Perception and Agency -- 1 Introduction -- 2 Internationalization of Higher Education in Taiwan -- 3 Translanguaging as a Meaning-Making Process -- 4 Translanguaging as Embodiment of Learner Agency -- 5 The Qualitative Case Study -- 6 Results -- 6.1 The Use of Native Languages in Lectures -- 6.2 The Use of Native Languages in Group Work -- 7 Discussion -- 8 Conclusion -- References -- Part V Conclusion -- 10 EMI and Translanguaging in Asia Through the ROAD-MAPPING Lens -- 1 Introduction -- 2 The ROAD-MAPPING Framework -- 3 Applying ROAD-MAPPING -- 4 Conclusion -- References. |
| Record Nr. | UNINA-9910495172403321 |
| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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First year in a multilingual university : double transitions / / Feng Ding
| First year in a multilingual university : double transitions / / Feng Ding |
| Autore | Feng Ding |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (206 pages) |
| Disciplina | 370.95125 |
| Soggetto topico |
Learner autonomy - China - Hong Kong
Education, Higher - China - Hong Kong Universities and colleges - China - Hong Kong Autonomia de l'alumne Educació superior Ensenyament multilingüe |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-0796-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Acknowledgement -- Acknowledgement -- Abstract -- Contents -- Abbreviations -- List of Figures -- List of Tables -- Chapter 1: Introduction -- Aims of the Study -- Research Questions and Significance of the Study -- Chapter 2: Transition and Autonomy -- School-University Transition -- Recent Research on First-Year School-University Transition -- Role of Autonomy in School-University Transition -- Cross-Border Transition -- Chinese Students in Anglophone Countries -- Cross-Border Transition and Chinese Cultural Background -- Comparison Between the Two Types of Transitions -- Directions for Future Research on Transition -- Learner Autonomy -- Introduction -- Definition and Dimensions of Autonomy -- Nature of Autonomy and Autonomous Behaviors -- Conditions for Autonomy -- Autonomy and Educational Culture -- Social Dimension of Autonomy -- Measure of Autonomy -- Directions for Future Research on Autonomy -- Operationalization of Autonomy in the Present Study -- Conclusion -- Chapter 3: Methodology: Multiple-Case Qualitative Study -- Research Setting -- Hong Kong: The Broader Context -- Hong Kong-Mainland China Relationship -- Research Site -- The Chinese Students and Scholars Association (CSSA) -- Data Collection Methods -- Interview as the Major Tool -- Direct Observation -- Written Documents -- Participants -- Locating the Participants -- Initial Contact with Participants -- Data Collection -- First Phase -- Second Phase -- Third Phase -- Fourth and Fifth Phases -- Data Analysis -- Framework of Data Analysis -- Steps of Coding -- Writing up of the Findings -- Reflective Thinking -- Building Trustworthiness -- Researcher´s Role in the Study -- Ethical Considerations -- Chapter 4: Profile of the Participants -- Profile of the Nine Participants -- Dora -- Dora´s English Learning Experience -- Dora´s Expectations of University Life.
Fiona -- Fiona´s English Learning Experience -- Fiona´s Expectations of University Life -- Hanna -- Hanna´s English Learning Experiences -- Hanna´s Expectations of University Life -- Claire -- Claire´s English Learning Experience -- Claire´s Expectations of University -- Natalie -- Natalie´s English Learning Experience -- Natalie´s Expectations of University -- Justin -- Justin´s English Learning Experience -- Justin´s Expectations of University -- Anna -- Anna´s English Learning Experience -- Anna´s Expectations of University Life -- Serena -- Serena´s English Learning Experience -- Serena´s Expectations of University Life -- Cathy -- Cathy´s English Learning Experience -- Cathy´s Expectations of University -- Summary -- Chapter 5: Becoming More Independent in Life -- A Life that Requires More Independence -- The Need to Take Care of Oneself in Daily Life -- Life Is Less Structured in University -- Balancing Social Activities and Study -- Learning to Set Goals -- Learning to Make Plans -- Feeling Lonely and Lacking a Sense of Belonging -- Social Context and Cultural Differences -- School-University Difference in the Student Management System -- Coping Strategies -- Self-discipline -- Self-reflection -- Reading Books on Time Management -- Social Support -- Growth of Autonomy in Life Management -- Autonomy in Life Management -- Evidence of Growth -- Summary -- Chapter 6: Becoming More Independent in Academic Learning -- Selecting Their Own Courses and Learning Materials -- Entering a New Field -- Not Clear About the Evaluation Standard -- New Assessments: Presentations and Group Work -- Participants´ Development in Learning -- Factors That Helped Them Develop -- Students´ Hard Work and Self-Discipline -- Social Support -- Teachers´ Support -- Peer Support -- A Special Case of Getting Support from Others -- Participants´ Unique Coping Strategies. Seeking Help -- Self-Motivation -- Growth of Autonomy in Academic Learning -- Conclusion -- Chapter 7: Becoming More Independent in a Multilingual Context -- Entering an EMI Setting -- Listening -- Anna -- Serena -- Natalie -- Hanna -- Cathy -- Reading -- Anna -- Serena -- Speaking -- Anna -- Serena -- Classroom Observations -- Academic Writing -- Natalie -- Autonomy Development in the EMI Setting -- Changing One´s Understanding of English -- Multilingual Context Complicates the Situation -- Perceived Need for English in a Multilingual Context -- Life Was Complicated by a New Language -- Not Enough Opportunities for Speaking in English -- Autonomous English Learning in a Multilingual Context -- Conclusion -- Chapter 8: Discussion -- School-University Transition and Autonomy -- Cross-Border Transition and Autonomy -- Emotional Side of Developing Autonomy During the Transitional Period -- Interaction Among the Three Domains of Autonomy -- Autonomy Development with Individualistic Features -- Individual Differences -- Different Priorities in University -- Different Conceptions of Autonomy -- Family Background and School Culture -- Social Network and a Supportive Environment in University -- Double Transition and the Three Domains of Autonomy as an Interpreting Framework -- Summary -- Chapter 9: Conclusion -- Contributions -- A New Framework to Understand School-University and Cross-Border Transitions -- Contribution to Autonomy Research -- Contribution to the Understanding of Learning English in the EMI Context -- Methodological Application and Educational Implication -- Limitations -- Future Research -- Conclusion -- Appendices -- Appendix A: The First Interview Guide -- Appendix B: The Second Interview Guide -- Appendix C: The Third Interview Guide -- Appendix D: The Fourth Interview Guide -- Appendix E: The Fifth Interview Guide. Appendix F: Sample of NVivo Coding -- References. |
| Record Nr. | UNINA-9910488709203321 |
Feng Ding
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| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Language and sustainable development / / edited by Lisa J. McEntee-Atalianis and Humphrey Tonkin
| Language and sustainable development / / edited by Lisa J. McEntee-Atalianis and Humphrey Tonkin |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer Nature Switzerland AG, , [2023] |
| Descrizione fisica | 1 online resource (205 pages) |
| Disciplina | 016.37 |
| Collana | Language Policy |
| Soggetto topico |
Language policy
Multilingual education Sustainable development Desenvolupament sostenible Política lingüística Ensenyament multilingüe |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-24918-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction: Diversity of Language, Unity of Purpose -- 2. Language and the Sustainable Development Goals: Challenges to Language Policy and Planning -- 3. Language, Digital Resources and the Sustainable Development Goals -- 4. Sustainable Multilingual Education -- 5. The Sustainability of Multilingualism from Home to Pre-School Contexts: Three Case Studies from Europe -- 6. Realising Inclusive and Equitable Quality Education in South Africa: Achievements and Obstacles on the Language in Education Front -- 7. In Pursuit of Sustainable Educational Development: The Philippines and the English Dilemma -- 8. Primary and Secondary Language Use in Peacekeeping and Stabilization Operations: A Preliminary to Sustainability -- 9. The Connections between Sociolinguistics and Economics, and their Implications for Sustainability -- Afterword: A Dedication -- Index. |
| Record Nr. | UNINA-9910678265503321 |
| Cham, Switzerland : , : Springer Nature Switzerland AG, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Learning Chinese in a Multilingual Space [[electronic resource] ] : An Ecological Perspective on Studying Abroad / / by Peiru Tong, Linda Tsung
| Learning Chinese in a Multilingual Space [[electronic resource] ] : An Ecological Perspective on Studying Abroad / / by Peiru Tong, Linda Tsung |
| Autore | Tong Peiru |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (269 p.) |
| Disciplina | 495.10071 |
| Collana | Multilingual Education |
| Soggetto topico |
Foreign study
Multilingualism Educational sociology Language and languages - Study and teaching Studying Abroad Sociology of Education Language Education Xinès Ensenyament de la llengua Ensenyament multilingüe |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-00307-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Introduction -- Chapter 2. Settings and Interaction Opportunities in the SA Program -- Chapter 3. Language Affordances and Emergence: Authentic Language Use in the SA Program -- Chapter 4. The Cultural, Intercultural and Symbolic Dimensions of SA -- Chapter 5. The Influence of Identity and Self-Concept on Personalised Trajectories of SA -- Chapter 6. An Ecological Approach to SA: Theoretical and Methodological Perspectives. |
| Record Nr. | UNINA-9910574093003321 |
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Tong Peiru
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Linguistic Landscapes in Language and Teacher Education [[electronic resource] ] : Multilingual Teaching and Learning Inside and Beyond the Classroom / / edited by Sílvia Melo-Pfeifer
| Linguistic Landscapes in Language and Teacher Education [[electronic resource] ] : Multilingual Teaching and Learning Inside and Beyond the Classroom / / edited by Sílvia Melo-Pfeifer |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (340 pages) |
| Disciplina | 016.37 |
| Collana | Multilingual Education |
| Soggetto topico |
Language and languages - Study and teaching
Teachers - Training of International education Comparative education Language Education Language Teaching and Learning Teaching and Teacher Education International and Comparative Education Ensenyament multilingüe Ensenyament de la llengua |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031228674
9783031228667 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Introduction. Linguistic landscapes in language (teacher) education: Multilingual teaching and learning inside and beyond the classroom (Sílvia Melo-Pfeifer) -- Part I – The Exploration of Linguistic Landscapes in the Classroom -- Chapter 2. Languages around us: (in)visibility matters (Monica López and Melinda Dooly) -- Chapter 3. Walking Linguistic Landscapes as Ways to Experience Plurality: A Visual Ethnography into Plurilingualism with Elementary School Children in Japan (Mayo Oyama, Danièle Moore and Daniel Roy Pearce) -- Chapter 4. Empowering students and raising critical language awareness through a collaborative multidisciplinary project (Sonia Cadi, Latisha Mary, Maria Siemushyna and Andrea Young) -- Chapter 5. Thinking allowed: linguistic landscapes-based projects for higher-order and critical thinking skills (Klaudia A. Kruszynska and Melinda Dooly) -- Part II – Linguistic landscapes in multilingual learning and teaching environments -- Chapter 6. Is there a place for global citizenship education in the exploration of linguistic landscapes? An analysis of educational practices in five European countries (Mónica Lourenço, Joana Duarte, Francisco P. Silva and Bruna Batista -- Chapter 7. Linguistic landscape of Maputo: A space for a pedagogical exploration of multilingualism (Perpétua Gonçalves and Manuel Guissemo) -- Chapter 8. The LoCALL App: a mobile tool to promote learning from and about linguistic landscapes (Margarida M. Marques, Mónica Lourenço, Lúcia Pombo, Alexandra das Neves, Dionísia Laranjeiro and Filomena Martins) -- Part III – Teachers and students’ voices on linguistic landscapes -- Chapter 9. Mediation of Language Attitudes through Linguistic Landscapes in Minority Language Education (Joana Duarte, Sibrecht Veenstra and Nelly van Dijk) -- Chapter 10. Teacher and student perspectives on the use of linguistic landscapes as pedagogic resources for enhancing language awareness: a focus on the development of cognitive and affective dimensions (Lisa Maria Brinkman and Sílvia Melo-Pfeifer) -- Chapter 11. Educational possibilities of linguistic landscapes exploration in a context of pre-service teacher education (Ana Isabel Andrade, Filomena Martins, Susana Pinto and Ana Raquel Simões) -- Chapter 12. The co-construction of the concept "linguistic landscape" by language educators in an online course (Maria Helena Araújo e Sá, Raquel Carinhas, Sílvia Melo- Pfeifer and Ana Raquel Simões) -- Part IV – Expanding from linguistic landscapes in education scenarios -- Chapter 13. Sensescapes and what it means for language education (Josh Prada) -- Chapter 14. Material culture inside and beyond the multilingual classroom: theoretical and pedagogical perspectives (Larissa Aronin, Daria Bylieva and Victoria Lobatyuk) -- Chapter 15. The visibility of languages - connecting schools to communities (Alice Chik) -- Chapter 16. Virtual linguistic landscapes from below: A hashtag analysis of the European Day of Languages (Sarah McMonagle) -- Chapter 17. Conclusion: Linguistic Landscapes in Education - Where do we go now? (Mónica Lourenço and Sílvia Melo-Pfeifer). |
| Record Nr. | UNINA-9910717421203321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Macau’s Languages in Society and Education [[electronic resource] ] : Planning in a Multilingual Ecology / / by Andrew J. Moody
| Macau’s Languages in Society and Education [[electronic resource] ] : Planning in a Multilingual Ecology / / by Andrew J. Moody |
| Autore | Moody Andrew J. |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 |
| Descrizione fisica | 1 online resource (284 pages) |
| Disciplina | 574.5 |
| Collana | Multilingual Education |
| Soggetto topico |
Language and languages - Study and teaching
Education and state Applied linguistics Language Education Educational Policy and Politics Applied Linguistics Ensenyament multilingüe Política lingüística |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-68265-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. The Sociolinguistics of Size: How Multilingualism in a Small Society Differs from a Large One -- Chapter 2. Historical Contexts of Multilingualism: Macau Languages (1500–1999) -- Chapter 3. Recent Developments in Macau Multilingualism: Macau English and the Foundations of a Middle Class -- Chapter 4. Multilingualism and English in Primary and Early Childhood Education: Head Starts and Cram Schools -- Chapter 5. Multilingualism and English in Secondary Education: Language Policy and Pluralism -- Chapter 6. English and Chinese in Macau Tertiary Education: Global Trends and Local Responses -- Chapter 7. Future Status and Functions of Multilingualism in Macau: Language Planning in Education -- Chapter 8. Conclusion: Cultural and Linguistic Identities in Small Societies. |
| Record Nr. | UNINA-9910484429603321 |
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Moody Andrew J.
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Multilingual education yearbook 2021 : policy and practice in STEM multilingual contexts / / Anthony A. Essien, Audrey Msimanga, editors
| Multilingual education yearbook 2021 : policy and practice in STEM multilingual contexts / / Anthony A. Essien, Audrey Msimanga, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (265 pages) |
| Disciplina | 370.1175 |
| Collana | Multilingual Education Yearbook |
| Soggetto topico |
Multilingual education
Ensenyament multilingüe Formació del professorat Educació STEM |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-72009-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910483245203321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Multilingual Education Yearbook 2023 [[electronic resource] ] : Teaching with Technology in English-Medium Instruction Universities in Multilingual China / / edited by John Corbett, Edith M.Y. Yan, Jackie Yeoh, Juyoung Lee
| Multilingual Education Yearbook 2023 [[electronic resource] ] : Teaching with Technology in English-Medium Instruction Universities in Multilingual China / / edited by John Corbett, Edith M.Y. Yan, Jackie Yeoh, Juyoung Lee |
| Autore | Corbett John |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (262 pages) |
| Disciplina | 370.1175 |
| Altri autori (Persone) |
YanEdith M. Y
YeohJackie LeeJuyoung |
| Collana | Multilingual Education Yearbook |
| Soggetto topico |
Multilingualism
Language and languages—Study and teaching Language policy Language Education Language Policy and Planning Ensenyament multilingüe Tecnologia educativa Anglès Ensenyament de llengües estrangeres Educació superior |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-32811-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: Technology and English-Medium Instruction in Higher Education Institutions in Multilingual China -- Chapter 2: Simplifying Texts for Easier Comprehension in an Introductory Computer Science Course: An Evaluation of Rewordify -- Chapter 3: Using Technology for English-medium Instruction: The Use of Livestreaming in the Marketing Classroom -- Chapter 4: Technological Approaches to Student Participation while Studying the History of Psychology in an EMI Institution -- Chapter 5: Implementing Collaborative Technology to Facilitate Chinese Undergraduate Students’ Collaborative Writing in an EMI Institution -- Chapter 6: Using Online Peer Assessment Activities to Foster Student-centered Learning in Two Undergraduate EMI courses -- Chapter 7: Improving Autonomous Learning among Multilingual Students Through Digital Learning Tools -- Chapter 8: The Implementation of Technology in Supporting English-Medium Instruction in Multilingual University Settings: A Case Study of Economic -- Chapter 9: Applying Software-Engineering Thinking to Teaching in EMI Sino-foreign Higher Education -- Chapter 10: Using Digital Pedagogy to Redefine Design Education -- Chapter 11: Using a Moodle-based Digital Escape Room to Train Competent EMI Lecturers and Instructors in a Multilingual Environment -- Chapter 12: ‘On the Same Page’ with Perusall – Using a Social e-Reader to Engage Chinese Undergraduates with Literature in English -- Chapter 13: Technology, Hybrid Identities, and the Art and Craft of Song-writing in English -- Chapter 14: Prospects for the Integration of Technology in English-Medium Instruction in Higher Education. |
| Record Nr. | UNINA-9910736019703321 |
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Corbett John
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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