Historical Perspectives on Multilingual Education
Policy, Practice and Research in Canada, England and France
Seiten
2027
Bloomsbury Academic (Verlag)
978-1-350-18556-2 (ISBN)
Bloomsbury Academic (Verlag)
978-1-350-18556-2 (ISBN)
- Noch nicht erschienen (ca. Februar 2027)
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In a linguistic and cultural landscape that has become more diversified, it has become more and more challenging for politicians, policymakers, researchers, as well as teachers, to deal with the increasing complexity of current classrooms.
This book explores multilingualism from a historical and critical perspective. Drawing from three contexts – Canada, England and France – and beginning at a time of societal changes in the 1960-70s, the book offers an analysis and interpretation of when and why bilingualism was regarded as a problem in education, and the reasons for the turn towards multilingual education and its subsequent dominance of educational thinking in the English-speaking world. In so doing, the authors provide a unique critical stance at the multilingual turn that has since taken place. They examine language education policies and discourses as well as social representations around languages, their speakers, their practices and their identities. They conclude with their concern about multilingual education at a crossroads, particularly at this increasingly divisive political time, and what we might do to move forward in language education practice and policy.
This book explores multilingualism from a historical and critical perspective. Drawing from three contexts – Canada, England and France – and beginning at a time of societal changes in the 1960-70s, the book offers an analysis and interpretation of when and why bilingualism was regarded as a problem in education, and the reasons for the turn towards multilingual education and its subsequent dominance of educational thinking in the English-speaking world. In so doing, the authors provide a unique critical stance at the multilingual turn that has since taken place. They examine language education policies and discourses as well as social representations around languages, their speakers, their practices and their identities. They conclude with their concern about multilingual education at a crossroads, particularly at this increasingly divisive political time, and what we might do to move forward in language education practice and policy.
Shawn M. Bullock is Reader in the History of Science, Technology and Education at the University of Cambridge, UK. Cécile Bullock is Associate Professor in Language Education at Simon Fraser University, Canada.
1. Introduction: From Mono- to Multi- lingualism
2. A Tale of Language, Education, and Politics in Three Countries
3. Policies and Ideologies of Language Education
4. Collective Representations of Multilingualism and Their Missing Pieces
5. Multilingualism as a Political Project
6. Challenging the Multilingual Turn
References
Index
| Erscheint lt. Verlag | 18.2.2027 |
|---|---|
| Zusatzinfo | 10 bw illus |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Themenwelt | Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft |
| Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika | |
| ISBN-10 | 1-350-18556-6 / 1350185566 |
| ISBN-13 | 978-1-350-18556-2 / 9781350185562 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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