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National 5 French: Includes support for National 3 and 4
by Paul Shannon Jean-Claude Gilles Jayn Witt Kirsty Thathapudi Wendy O'Mahony Séverine Chevrier-Clarke Virginia March Janette Kelso Mico MontblancRely on resources for Scotland, from Scotland, to meet the needs of every student. With differentiation at its core, this course provides appropriate support, structure and challenge for all learners.Students will enjoy developing their skills, knowledge and appreciation of the French language and the culture of French-speaking countries.> Trust Scotland's No.1 educational publisher. Written specifically for the Scottish curriculum, this book covers the specified contexts of society, learning, employability and culture, with each double-page spread containing the content for one lesson.> Practise and strengthen skills. Every lesson includes high-quality reading, writing, speaking, listening and grammar exercises. Vocabulary lists for each context and a 25-page grammar chapter help students to build from a strong foundation. Four 'magazines' offer extra insight and reading practice.> Ensure access for everyone. The content is differentiated into three difficulty levels, enabling students to work independently, follow a clear pathway and feel confident in their progress. The first two difficulty levels are also suitable for N3 and N4, so you have a single, cost-effective resource for all stages.> Prepare for assessment success. Each section ends with a 'revision corner', which comprises exam-style questions, model answers and advice on the N5 exam, written assignment and performance.Please note: The audio files to accompany the listening tasks are not included with this book.> Individual customers (students, parents/carers and tutors) can access the audio by subscribing to the Boost eBook, available to purchase at hoddergibson.co.uk/n5-languages. A Boost eBook subscription permits access to the audio for one user only and cannot be shared with others.> Schools/colleges can access the audio by subscribing to the Boost teaching and learning resources at hoddergibson.co.uk/n5-languages
National 5 French Practice Papers For Sqa Exams (PDF)
by Eleanor McLellan Leckie Leckie StaffExam Board: SQA Level: National 5 Subject: French First Teaching: 2017, First Exam: 2018 National 5 French Practice Papers for SQA Exams will help you to prepare for the look and feel of the exam. • Practice Papers for SQA Exams help students, parents and teachers to feel confident with the new exam experience • Each book comprises several practice exams that mirror the SQA exam format – familiarising students with the demands of the exam and the expectations of the examiner • Fully worked answer sections show all the critical stages in arriving at the correct answer • Annotated marking schemes demonstrate how to get all the available marks, and also how to avoid losing them • Topic Indexes enable students to select and practice questions and evaluate their progress on specific areas of the course • A revision and study tips section gives general revision and exam technique tips, as well as defining subject-specific trigger or command words that students must know All the papers will provide extensive practice and reflect the type and level of questions students are likely to meet; the formats of different question papers and assessment methods; and the type of marking schemes used by the SQA.
National 5 French Practice Papers for SQA Exams (Scottish Practice Exam Papers)
by Douglas AngusExam Board: SQA Level: National 5 Subject: French First Teaching: September 2013 First Exam: Summer 2014 Practise for your SQA exams with three specially commissioned Hodder Gibson Practice Exam Papers with fully worked answers.
National 5 French Success Guide (Success Guide (PDF))
by Ann Robertson LeckieExam Board: SQA Level: National 5 Subject: French First Teaching: 2013, First Exam: 2014 National 5 French Success Guide provides easy-to-use and value-for-money revision for all abilities and learning styles. • Colourful double-page spreads aid both comprehensive and revision planning • Topics are broken down into small, easily managed sections, complemented with lots of diagrams and illustrations to aid retention • Quick Tests and Top Tips help keep students focused on the exam’s precise demands • Revision checklists help students to manage and track their progress in the lead up to the exam • A glossary presents all of the key terms and definitions essential for the exam Guidance on how the new National 5 course and assessments are structured is included. All the popular features of this tried and trusted series are retained in the new National 5 Guides.
National 5 French Success Guide (Success Guide Ser.)
by Ann Robertson Leckie Leckie StaffExam Board: SQA Level: National 5 Subject: French First Teaching: 2013, First Exam: 2014 National 5 French Success Guide provides easy-to-use and value-for-money revision for all abilities and learning styles. • Colourful double-page spreads aid both comprehensive and revision planning • Topics are broken down into small, easily managed sections, complemented with lots of diagrams and illustrations to aid retention • Quick Tests and Top Tips help keep students focused on the exam’s precise demands • Revision checklists help students to manage and track their progress in the lead up to the exam • A glossary presents all of the key terms and definitions essential for the exam Guidance on how the new National 5 course and assessments are structured is included. All the popular features of this tried and trusted series are retained in the new National 5 Guides.
National 5 French Success Guide (PDF)
by Ann Robertson Leckie Leckie StaffExam Board: SQA Level: National 5 Subject: French First Teaching: 2017, First Exam: 2018 National 5 French Success Guide provides easy-to-use and value-for-money revision for all abilities and learning styles. Guidance on how the new National 5 course and assessments are structured is included. • Colourful double-page spreads aid both comprehensive and revision planning • Topics are broken down into small, easily managed sections, complemented with lots of diagrams and illustrations to aid retention • Quick Tests and Top Tips help keep students focused on the exam’s precise demands • Revision checklists help students to manage and track their progress in the lead up to the exam • A glossary presents all of the key terms and definitions essential for the exam All the popular features of this tried and trusted series are retained in the new National 5 Guides.
National 5 Spanish: Includes support for National 3 and 4
by Alison Smart Mary Ann McAlinden Mike Thacker José Antonio Sánchez Tony Weston Timothy Guilford Mónica Morcillo Laiz Simon BarefootRely on resources for Scotland, from Scotland, to meet the needs of every student. With differentiation at its core, this course provides appropriate support, structure and challenge for all learners.Students will enjoy developing their skills, knowledge and appreciation of the Spanish language and the culture of Spanish-speaking countries.> Trust Scotland's No.1 educational publisher. Written specifically for the Scottish curriculum, this book covers the specified contexts of society, learning, employability and culture, with each double-page spread containing the content for one lesson.> Practise and strengthen skills. Every lesson includes high-quality reading, writing, speaking, listening and grammar exercises. Vocabulary lists for each context and a 30-page grammar chapter help students to build from a strong foundation. Four 'magazines' offer extra insight and reading practice.> Ensure access for everyone. The content is differentiated into three difficulty levels, enabling students to work independently, follow a clear pathway and feel confident in their progress. The first two difficulty levels are also suitable for N3 and N4, so you have a single, cost-effective resource for all stages.> Prepare for assessment success. Each section ends with a 'revision corner', which comprises exam-style questions, model answers and advice on the N5 exam, written assignment and performance.Please note: The audio files to accompany the listening tasks are not included with this book.> Individual customers (students, parents/carers and tutors) can access the audio by subscribing to the Boost eBook, available to purchase at hoddergibson.co.uk/n5-languages. A Boost eBook subscription permits access to the audio for one user only and cannot be shared with others.> Schools/colleges can access the audio by subscribing to the Boost teaching and learning resources at hoddergibson.co.uk/n5-languages
National 5 Spanish: Includes support for National 3 and 4
by Mike Thacker Tony Weston Mónica Morcillo Laiz Simon Barefoot Timothy Guilford José Antonio Sánchez Alison Smart Mary Ann McAlindenRely on resources for Scotland, from Scotland, to meet the needs of every student. With differentiation at its core, this course provides appropriate support, structure and challenge for all learners.Students will enjoy developing their skills, knowledge and appreciation of the Spanish language and the culture of Spanish-speaking countries.> Trust Scotland's No.1 educational publisher. Written specifically for the Scottish curriculum, this book covers the specified contexts of society, learning, employability and culture, with each double-page spread containing the content for one lesson.> Practise and strengthen skills. Every lesson includes high-quality reading, writing, speaking, listening and grammar exercises. Vocabulary lists for each context and a 30-page grammar chapter help students to build from a strong foundation. Four 'magazines' offer extra insight and reading practice.> Ensure access for everyone. The content is differentiated into three difficulty levels, enabling students to work independently, follow a clear pathway and feel confident in their progress. The first two difficulty levels are also suitable for N3 and N4, so you have a single, cost-effective resource for all stages.> Prepare for assessment success. Each section ends with a 'revision corner', which comprises exam-style questions, model answers and advice on the N5 exam, written assignment and performance.Please note: The audio files to accompany the listening tasks are not included with this book.> Individual customers (students, parents/carers and tutors) can access the audio by subscribing to the Boost eBook, available to purchase at hoddergibson.co.uk/n5-languages. A Boost eBook subscription permits access to the audio for one user only and cannot be shared with others.> Schools/colleges can access the audio by subscribing to the Boost teaching and learning resources at hoddergibson.co.uk/n5-languages
National Minorities in Serbian Academia: The Role of Gender and Language Barriers
by Karolina Lendák-KabókThis book offers an intersectional analysis of secondary and tertiary educational pathways of ethnic Hungarians, Romanians and Slovaks in the Autonomous Province of Vojvodina, Serbia. After a detailed overview of the legal and institutional context of national minority education in Serbia, the book presents qualitative and quantitative research results to illuminate the often invisible linguistic and cultural barriers that national minority high school graduates, university students and faculty may encounter. The author also focuses on the position of national minority women in Serbian higher education and academia, shedding light on the very gendered nature of the ‘glass ceiling’ that often holds members of national minority communities back from career building. This book will be of interest to policymakers seeking nuanced interpretations of multifocal inequalities, as well as academics in fields such as gender studies, migration studies, minority languages and communities, and the sociology of education.
National Socialism and German Discourse: Unquiet Voices
by W J DoddIn this discourse history, W J Dodd analyses the ‘unquiet voices’ of opponents whose contemporary critiques of Nazism, from positions of territorial and inner exile, focused on the ‘language of Nazism’. Individual chapters review ‘precursor’ discourses; Nazi public discourse from 1933 to 1945; the testimonies of ‘unquiet voices’ abroad, and in private and published texts in the ‘Reich’; attempts to ‘denazify the language’ (1945-49), and the legacies of the Nazi past in a retrospective discourse of ‘coming to terms’ with the Nazi past. In the period from 1945, the book focuses on contestations of ‘tainted language’ and instrumentalizations of the Nazi past, and the persistence of linguistic taboos in contemporary German usage. Highly engaging, with English translations provided throughout, this book will provide an invaluable resource for scholars of discourse analysis, sociolinguistics, and German history and culture; as well as readers with a general interest in language and politics.
National Socialism and German Discourse: Unquiet Voices
by W J DoddIn this discourse history, W J Dodd analyses the ‘unquiet voices’ of opponents whose contemporary critiques of Nazism, from positions of territorial and inner exile, focused on the ‘language of Nazism’. Individual chapters review ‘precursor’ discourses; Nazi public discourse from 1933 to 1945; the testimonies of ‘unquiet voices’ abroad, and in private and published texts in the ‘Reich’; attempts to ‘denazify the language’ (1945-49), and the legacies of the Nazi past in a retrospective discourse of ‘coming to terms’ with the Nazi past. In the period from 1945, the book focuses on contestations of ‘tainted language’ and instrumentalizations of the Nazi past, and the persistence of linguistic taboos in contemporary German usage. Highly engaging, with English translations provided throughout, this book will provide an invaluable resource for scholars of discourse analysis, sociolinguistics, and German history and culture; as well as readers with a general interest in language and politics.
Native American Bilingual Education: An Ethnography of Powerful Forces (Studies in Educational Ethnography)
by Dr Cheryl K. CrawleyFor over thirty years, a political and social battle over bilingual education raged in the U.S. and in and around the Crow Indian Reservation of Montana. This book, a period piece rich in political, historical, and local western context, is the story of language, education, inequality and power clashes between the dominant society and the Indian tribe as historical events unfolded. This is a classic ethnography that documents eight years of the author’s day-to-day experience as a teacher, bilingual education coordinator, and central office administrator during the socio-political dispute. The author showcases the familial, linguistic, and ancestral place-based strengths of the Crow families that empowered children to succeed in school against the odds, providing a secure foundation for their future leadership within the tribe. In doing this, the author builds strong support for bridging Native and Euro-American philosophies within a bilingual framework. This book is important reading for teachers, administrators, and policy-makers. It provides hope, ideas, and concrete actions for those who would engage in change management to improve learning environments and better serve diverse students.
Native American Bilingual Education: An Ethnography of Powerful Forces (Studies in Educational Ethnography)
by Dr Cheryl K. CrawleyFor over thirty years, a political and social battle over bilingual education raged in the U.S. and in and around the Crow Indian Reservation of Montana. This book, a period piece rich in political, historical, and local western context, is the story of language, education, inequality and power clashes between the dominant society and the Indian tribe as historical events unfolded. This is a classic ethnography that documents eight years of the author’s day-to-day experience as a teacher, bilingual education coordinator, and central office administrator during the socio-political dispute. The author showcases the familial, linguistic, and ancestral place-based strengths of the Crow families that empowered children to succeed in school against the odds, providing a secure foundation for their future leadership within the tribe. In doing this, the author builds strong support for bridging Native and Euro-American philosophies within a bilingual framework. This book is important reading for teachers, administrators, and policy-makers. It provides hope, ideas, and concrete actions for those who would engage in change management to improve learning environments and better serve diverse students.
Native Languages of the Americas: Volume 1
by Thomas SebeokThirteen of the chapters that comprise the contents of this first volume of Native Languages of the A mericas were originally commissioned by the undersigned in his capacity as Editor of the fourteen volume series (1963-1976), Current Trends in Linguistics. All appeared, in 1973, under Part Three of the quadripartite Vol. 10, subtitled Linguistics in North America. Two additional chaplers are being held over for the volume to follow shortly, devoted to Central and South American lan guages and linguistics, where they more appropriately belong. A fourteenth chapter, on the" Historiography of native North A merican linguistics," was written similarly by invitation, for Vol. 13, subtitled Historiography of Linguistics, published in 1975. Both Volumes 10 and 13 were jointly financed by the United States National Science Foundation and National Endowment for the Humanities, with an enhancing contribution to the former by the Canada Council. The generosity of these funding agencies was, of course, previously acknowledged in my respective Editor's Introductions to the two books mentioned, but cannot be repeated too often: without their welcome and timely assistance, the global project could scarcely have been realized on so comprehensive a scale. The Current Trends in Linguistics series was a long-term venture of Mouton Publishers, of The Hague, under the imaginative in-house direction of Peter de Rid der. Various spin-offs were foreseen, and some of them happily realized.
The Nature of Variation in Tone Sandhi Patterns of Shanghai and Wuxi Wu (Frontiers in Chinese Linguistics #4)
by Hanbo YanThis book conducts a thorough investigation of the variation in tone sandhi patterns of Shanghai and Wuxi Wu using quantitative rating experiments. Although Shanghai Wu has been well documented, to date there has never been any quantitative study that systematically investigates the factors that influence variability – a research gap this book fills. Further, Wuxi Wu is investigated as an additional case that demonstrates the unique phonological nature of tone sandhi, and how it changes how speakers learn and internalize the variable tone sandhi pattern. The findings presented here will shed new light on important issues of wordhood, the interface of morphosyntax and phonology, and the formal model of variability in phonology.
The Navajo Sound System (Studies in Natural Language and Linguistic Theory #55)
by J.M. McDonoughThe Navajo language is spoken by the Navajo people who live in the Navajo Nation, located in Arizona and New Mexico in the southwestern United States. The Navajo language belongs to the Southern, or Apachean, branch of the Athabaskan language family. Athabaskan languages are closely related by their shared morphological structure; these languages have a productive and extensive inflectional morphology. The Northern Athabaskan languages are primarily spoken by people indigenous to the sub-artic stretches of North America. Related Apachean languages are the Athabaskan languages of the Southwest: Chiricahua, Jicarilla, White Mountain and Mescalero Apache. While many other languages, like English, have benefited from decades of research on their sound and speech systems, instrumental analyses of indigenous languages are relatively rare. There is a great deal ofwork to do before a chapter on the acoustics of Navajo comparable to the standard acoustic description of English can be produced. The kind of detailed phonetic description required, for instance, to synthesize natural sounding speech, or to provide a background for clinical studies in a language is well beyond the scope of a single study, but it is necessary to begin this greater work with a fundamental description of the sounds and supra-segmental structure of the language. Inkeeping with this, the goal of this project is to provide a baseline description of the phonetic structure of Navajo, as it is spoken on the Navajo reservation today, to provide a foundation for further work on the language.
Navigating the Common Core with English Language Learners: Practical Strategies to Develop Higher-Order Thinking Skills (J-B Ed: Survival Guides)
by Larry Ferlazzo Katie Hull SypnieskiThe must-have Common Core guide for every ESL/ELL instructor Navigating the Common Core with English Language Learners is the much-needed practical guide for ESL/ELL instructors. Written by experienced teachers of English Language Learners, this book provides a sequel to the highly-regarded ESL/ELL Teacher's Survival Guide and is designed to help teachers implement the Common Core in the ELL classroom. You'll find a digest of the latest research and developments in ELL education, along with comprehensive guidance in reading and writing, social studies, math, science, Social Emotional Learning and more. The Common Core is discussed in the context of ESL, including the opportunities and challenges specific to ELL students. Ready-to-use lesson plans and reproducible handouts help you bring these ideas into the classroom, and expert guidance helps you instill the higher-order thinking skills the Common Core requires. The Common Core standards have been adopted in 43 states, yet minimal guidance has been provided for teachers of English Language Learners. This book fills the literature gap with the most up-to-date theory and a host of practical implementation tools. Get up to date on the latest stats and trends in ELL education Examine the challenges and opportunities posed by Common Core Find solutions to common issues that arise in teaching ELL students Streamline Common Core implementation in the ELL classroom The ELL population is growing at a rapid pace, and the ELL classroom is not exempt from the requirements posed by the Common Core State Standards. ESL/ELL teachers know better than anyone else how critical language is to learning, and ELL students need a specialized Common Core approach to avoid falling behind. Navigating the Common Core with English Language Learners provides specific guidance and helpful tools that teachers can bring to the classroom today.
Navigating the Common Core with English Language Learners: Practical Strategies to Develop Higher-Order Thinking Skills (J-B Ed: Survival Guides)
by Larry Ferlazzo Katie Hull SypnieskiThe must-have Common Core guide for every ESL/ELL instructor Navigating the Common Core with English Language Learners is the much-needed practical guide for ESL/ELL instructors. Written by experienced teachers of English Language Learners, this book provides a sequel to the highly-regarded ESL/ELL Teacher's Survival Guide and is designed to help teachers implement the Common Core in the ELL classroom. You'll find a digest of the latest research and developments in ELL education, along with comprehensive guidance in reading and writing, social studies, math, science, Social Emotional Learning and more. The Common Core is discussed in the context of ESL, including the opportunities and challenges specific to ELL students. Ready-to-use lesson plans and reproducible handouts help you bring these ideas into the classroom, and expert guidance helps you instill the higher-order thinking skills the Common Core requires. The Common Core standards have been adopted in 43 states, yet minimal guidance has been provided for teachers of English Language Learners. This book fills the literature gap with the most up-to-date theory and a host of practical implementation tools. Get up to date on the latest stats and trends in ELL education Examine the challenges and opportunities posed by Common Core Find solutions to common issues that arise in teaching ELL students Streamline Common Core implementation in the ELL classroom The ELL population is growing at a rapid pace, and the ELL classroom is not exempt from the requirements posed by the Common Core State Standards. ESL/ELL teachers know better than anyone else how critical language is to learning, and ELL students need a specialized Common Core approach to avoid falling behind. Navigating the Common Core with English Language Learners provides specific guidance and helpful tools that teachers can bring to the classroom today.
Negation, Critical Theory, and Postmodern Textuality
by Daniel FischlinNegation, Critical Theory, and Postmodern Textuality features 14 new essays by leading specialists in critical theory, comparative literature, philosophy, and English literature. The essays, which present wide-ranging historical considerations of negation in light of recent developments in poststructuralism and postmodernism, range over many of the siginificant texts in which negation figures prominently. The book includes a wide-ranging introductory chapter that examines how attention to negation -- the inescapable nescience that is posited in any and every linguistic expression -- enhances the hermeneutic possibilities present in language. In addition, the four sections of the book bring together major critical interventions on, among others, negative meaning, unrecognizability, elenctic negation, apocalypse, nihilism, negation and gender, and denegation. All the essays involve close attention to key texts by major authors, including William Shakespeare, Henry James, Federico García Lorca, Samuel Beckett, Thomas Bernhard, Walt Whitman, E.M. Forster, Mary Shelley, Margaret Atwood, Roland Barthes, Douglas Barbour, Paul de Man, bp Nichol, Jacques Derrida, and Dogen Kigen. The volume opens up new areas in critical theory, comparative literature, and the philosophy of language, and defines a major new area of inquiry in relation to notions of postmodern textuality. Critical theorists, students of comparative literature, English literature, and the history of ideas, and those interested in the hermeneutic implications of postmodernism will find this volume of substantial interest. Its extensive bibliographical apparatus and index make the collection a valuable reference tool for upper-level undergraduate and graduate students as well as for those seeking a variety of interpretive approaches to the problem of negation in literature.
Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures
by Vivian Zamel Ruth SpackNegotiating Academic Literacies: Teaching and Learning Across Languages and Cultures is a cross-over volume in the literature between first and second language/literacy. This anthology of articles brings together different voices from a range of publications and fields and unites them in pursuit of an understanding of how academic ways of knowing are acquired. The editors preface the collection of readings with a conceptual framework that reconsiders the current debate about the nature of academic literacies. In this volume, the term academic literacies denotes multiple approaches to knowledge, including reading and writing critically. College classrooms have become sites where a number of languages and cultures intersect. This is the case not only for students who are in the process of acquiring English, but for all learners who find themselves in an academic situation that exposes them to a new set of expectations. This book is a contribution to the effort to discover ways of supporting learning across languages and cultures--and to transform views about what it means to teach and learn, to read and write, and to think and know. Unique to this volume is the inclusion of the perspectives of writers as well as those of teachers and researchers. Furthermore, the contributors reveal their own struggles and accomplishments as they themselves have attempted to negotiate academic literacies. The chronological ordering of articles provides a historical perspective, demonstrating ways in which issues related to teaching and learning across cultures have been addressed over time. The readings have consistency in terms of quality, depth, and passion; they raise important philosophical questions even as they consider practical classroom applications. The editors provide a series of questions that enable the reader to engage in a generative and exciting process of reflection and inquiry. This book is both a reference for teachers who work or plan to work with diverse learners, and a text for graduate-level courses, primarily in bilingual and ESL studies, composition studies, English education, and literacy studies.
Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures
by Vivian Zamel Ruth SpackNegotiating Academic Literacies: Teaching and Learning Across Languages and Cultures is a cross-over volume in the literature between first and second language/literacy. This anthology of articles brings together different voices from a range of publications and fields and unites them in pursuit of an understanding of how academic ways of knowing are acquired. The editors preface the collection of readings with a conceptual framework that reconsiders the current debate about the nature of academic literacies. In this volume, the term academic literacies denotes multiple approaches to knowledge, including reading and writing critically. College classrooms have become sites where a number of languages and cultures intersect. This is the case not only for students who are in the process of acquiring English, but for all learners who find themselves in an academic situation that exposes them to a new set of expectations. This book is a contribution to the effort to discover ways of supporting learning across languages and cultures--and to transform views about what it means to teach and learn, to read and write, and to think and know. Unique to this volume is the inclusion of the perspectives of writers as well as those of teachers and researchers. Furthermore, the contributors reveal their own struggles and accomplishments as they themselves have attempted to negotiate academic literacies. The chronological ordering of articles provides a historical perspective, demonstrating ways in which issues related to teaching and learning across cultures have been addressed over time. The readings have consistency in terms of quality, depth, and passion; they raise important philosophical questions even as they consider practical classroom applications. The editors provide a series of questions that enable the reader to engage in a generative and exciting process of reflection and inquiry. This book is both a reference for teachers who work or plan to work with diverse learners, and a text for graduate-level courses, primarily in bilingual and ESL studies, composition studies, English education, and literacy studies.
Negotiating Bilingual and Bicultural Identities: Japanese Returnees Betwixt Two Worlds
by Yasuko KannoThis book examines the changing linguistic and cultural identities of bilingual students through the narratives of four Japanese returnees (kikokushijo) as they spent their adolescent years in North America and then returned to Japan to attend university. As adolescents, these students were polarized toward one language and culture over the other, but through a period of difficult readjustment in Japan they became increasingly more sophisticated in negotiating their identities and more appreciative of their hybrid selves. Kanno analyzes how educational institutions both in their host and home countries, societal recognition or devaluation of bilingualism, and the students' own maturation contributed to shaping and transforming their identities over time. Using narrative inquiry and communities of practice as a theoretical framework, she argues that it is possible for bilingual individuals to learn to strike a balance between two languages and cultures. Negotiating Bilingual and Bicultural Identities: Japanese Returnees Betwixt Two Worlds: *is a longitudinal study of bilingual and bicultural identities--unlike most studies of bilingual learners, this book follows the same bilingual youths from adolescence to young adulthood; *documents student perspectives--redressing the neglect of student voice in much educational research, and offering educators an understanding of what the experience of learning English and becoming bilingual and bicultural looks like from the students' point of view; and *contributes to the study of language, culture, and identity by demonstrating that for bilingual individuals, identity is not a simple choice of one language and culture but an ongoing balancing act of multiple languages and cultures. This book will interest researchers, educators, and graduate students who are concerned with the education and personal growth of bilingual learners, and will be useful as text for courses in ESL/bilingual education, TESOL, applied linguistics, and multicultural education.
Negotiating Bilingual and Bicultural Identities: Japanese Returnees Betwixt Two Worlds
by Yasuko KannoThis book examines the changing linguistic and cultural identities of bilingual students through the narratives of four Japanese returnees (kikokushijo) as they spent their adolescent years in North America and then returned to Japan to attend university. As adolescents, these students were polarized toward one language and culture over the other, but through a period of difficult readjustment in Japan they became increasingly more sophisticated in negotiating their identities and more appreciative of their hybrid selves. Kanno analyzes how educational institutions both in their host and home countries, societal recognition or devaluation of bilingualism, and the students' own maturation contributed to shaping and transforming their identities over time. Using narrative inquiry and communities of practice as a theoretical framework, she argues that it is possible for bilingual individuals to learn to strike a balance between two languages and cultures. Negotiating Bilingual and Bicultural Identities: Japanese Returnees Betwixt Two Worlds: *is a longitudinal study of bilingual and bicultural identities--unlike most studies of bilingual learners, this book follows the same bilingual youths from adolescence to young adulthood; *documents student perspectives--redressing the neglect of student voice in much educational research, and offering educators an understanding of what the experience of learning English and becoming bilingual and bicultural looks like from the students' point of view; and *contributes to the study of language, culture, and identity by demonstrating that for bilingual individuals, identity is not a simple choice of one language and culture but an ongoing balancing act of multiple languages and cultures. This book will interest researchers, educators, and graduate students who are concerned with the education and personal growth of bilingual learners, and will be useful as text for courses in ESL/bilingual education, TESOL, applied linguistics, and multicultural education.
Negotiating Language Policies in Schools: Educators as Policymakers
by Kate MenkenEducators are at the epicenter of language policy in education. This book explores how they interpret, negotiate, resist, and (re)create language policies in classrooms. Bridging the divide between policy and practice by analyzing their interconnectedness, it examines the negotiation of language education policies in schools around the world, focusing on educators’ central role in this complex and dynamic process. Each chapter shares findings from research conducted in specific school districts, schools, or classrooms around the world and then details how educators negotiate policy in these local contexts. Discussion questions are included in each chapter. A highlighted section provides practical suggestions and guiding principles for teachers who are negotiating language policies in their own schools.
Negotiating Language Policies in Schools: Educators as Policymakers
by Kate Menken Ofelia GarciaEducators are at the epicenter of language policy in education. This book explores how they interpret, negotiate, resist, and (re)create language policies in classrooms. Bridging the divide between policy and practice by analyzing their interconnectedness, it examines the negotiation of language education policies in schools around the world, focusing on educators’ central role in this complex and dynamic process. Each chapter shares findings from research conducted in specific school districts, schools, or classrooms around the world and then details how educators negotiate policy in these local contexts. Discussion questions are included in each chapter. A highlighted section provides practical suggestions and guiding principles for teachers who are negotiating language policies in their own schools.