Kooperativer Bibliotheksverbund

UID:

Format: 1 Online Ressource (xii, 326 Seiten) : , Diagramme.

ISBN: 978-981-287-967-7

Series Statement: Education innovation series

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-981-287-965-3

Language: English

DOI: 10.1007/978-981-287-967-7

URL: Volltext

URL: Abstract

URL: Inhaltsverzeichnis

URL: Volltext

URL: Abstract

URL: Inhaltsverzeichnis

UID:

Format: 1 Online-Ressource (xi, 379 Seiten) : , Illustrationen, Diagramme.

ISBN: 978-94-6300-509-8

Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-94-6300-507-4

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-94-6300-508-1

Language: English

Keywords: Geschichtsbewusstsein ; Kollektives Gedächtnis ; Nationalbewusstsein ; Bildungspolitik ; Schulbuch ; Aufsatzsammlung ; Aufsatzsammlung

DOI: 10.1007/978-94-6300-509-8

URL: Volltext  (URL des Erstveröffentlichers)

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 online resource.

ISBN: 9789463005098

Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001

Content: This book engages readers in thirteen conversations presented by authors from around the world regarding the role that textbooks play in helping readers imagine membership in the nation. Authors' voices come from a variety of contexts-some historical, some contemporary, some providing analyses over time. But they all consider the changing portrayal of diversity, belonging and exclusion in multiethnic and diverse societies where silenced, invisible, marginalized members have struggled to make their voices heard and to have their identities incorporated into the national narrative. The authors discuss portrayals of past exclusions around religion, ethnicity, sexual orientation, as they look at the shifting boundaries of insider and outsider. This book is thus about "who we are" not only demographically, but also in terms of the past, especially how and whether we teach discredited pasts through textbooks. The concluding chapters provides ways forward in thinking about what can be done to promote curricula that are more inclusive, critical and positively bonding, in increasingly larger and more inclusive contexts.

Note: Preliminary Material / , Introduction / , Are Mexico's Indigenous People Mexican? / , The Struggle to be Seen / , Normalizing Subordination / , From Ingenious to Ignorant, from Idyllic to Backwards / , "Within the Sound of Silence" / , The Portrayal of "The Other" in Pakistani and Indian School Textbooks / , Asian Bodies, English Values / , History and Civic Education in the Rainbow Nation / , Re-Imagining Brotherhood / , Democratic Citizenship Education in Textbooks in Spain and England / , Textbook and Identity / , Reframing the National Narrative / , Vacuum in the Classroom? / , Defining and Debating the Common "We" / , School Textbooks, Us and Them / , Contributors / , Index /

Additional Edition: Print version: (Re)Constructing Memory: Textbooks, Identity, Nation, and State Leiden, Boston : Brill | Sense, 2016, ISBN 9789463005081

Language: English

URL: DOI:

URL: DOI

URL: DOI

UID:

Format: 1 online resource (xii, 380 pages)

Edition: 1st ed. 2016.

ISBN: 94-6300-509-9

Content: This book engages readers in thirteen conversations presented by authors from around the world regarding the role that textbooks play in helping readers imagine membership in the nation. Authors’ voices come from a variety of contexts – some historical, some contemporary, some providing analyses over time. But they all consider the changing portrayal of diversity, belonging and exclusion in multiethnic and diverse societies where silenced, invisible, marginalized members have struggled to make their voices heard and to have their identities incorporated into the national narrative. The authors discuss portrayals of past exclusions around religion, ethnicity, sexual orientation, as they look at the shifting boundaries of insider and outsider. This book is thus about “who we are” not only demographically, but also in terms of the past, especially how and whether we teach discredited pasts through textbooks. The concluding chapters provides ways forward in thinking about what can be done to promote curricula that are more inclusive, critical and positively bonding, in increasingly larger and more inclusive contexts.

Note: Includes index. , Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction: Palimpsest Identities in the Imagining of the Nation: A Comparative Model -- Section 1: Who Are We? Textbooks, Visibility, and Membership in the State -- Are Mexico’s Indigenous People Mexican?: The Exclusion of Diversity from Official Textbooks in Mexico -- The Struggle to be Seen: Changing Views of American Indians in U.S. High School History Textbooks -- Normalizing Subordination: White Fantasies of Black Identity in Textbooks Intended for Freed Slaves in the American South, 1863–1870 -- From Ingenious to Ignorant, from Idyllic to Backwards: Representations of Rural Life in Six U.S. Textbooks over Half a Century -- “Within the Sound of Silence”: A Critical Examination of LGBQ Issues in National History Textbooks -- Section 2: Who Are We? Us and Them -- The Portrayal of “The Other” in Pakistani and Indian School Textbooks -- Asian Bodies, English Values: Creating an Anglophone Elite in British Malaya -- History and Civic Education in the Rainbow Nation: Citizenship, Identity, and Xenophobia in the New South Africa -- Re-Imagining Brotherhood: Republican Values and Representations of Nationhood in a Diversifying France -- Section 3: Who Are We? (Re)Negotiating Complex Identities -- Democratic Citizenship Education in Textbooks in Spain and England -- Textbook and Identity: A Comparative Study of the Primary Social Education Curricula in Hong Kong and Singapore -- Reframing the National Narrative: Curricula Reform and History Textbooks in Turkey’s EU Era -- Vacuum in the Classroom? Recent Trends in High School History Teaching and Textbooks in Zimbabwe -- Conclusions -- Defining and Debating the Common “We”: Analyses of Citizen Formation beyond the Nation-State Mold -- School Textbooks, Us and Them: A Conclusion -- Contributors -- Index.

Additional Edition: ISBN 94-6300-508-0

Language: English

DOI: 10.1007/978-94-6300-509-8

UID:

Format: 1 online resource

ISBN: 9789087900977

Series Statement: Bold Visions in Educational Research ; 10

Content: This book brings together selected papers from a conference focusing on Redesigning Pedagogy, organized by the Centre for Research in Pedagogy and Practice, National Institute of Education, Singapore. The papers are organised around seven key themes: Literacy Education, Relations of Power, Reflection, Meaning Making, Evaluation, and Mathematics and Science. There are two distinctive features in this title. First is its international focus. In addition to providing readers with an introduction to pedagogy in Singapore, it contains discussions on the environments in Australia, Canada, Hong Kong, South Africa, and the United States. A second focus is a strong commitment to transnational research. Although influenced by the theoretical perspectives of Bourdieu, Luke, and others, the authors are primarily focused on classroom practices. This title will be of interest to students, researchers, and practitioners who are interested in broad thematic and comparative issues. With a number of chapters on Literacy Education, Mathematics, and Science, it will also be of appeal to those more interested in content specific areas.

Note: Preliminary Material /

Additional Edition: Print version: Redesigning Pedagogy: Reflections on Theory and Praxis, Leiden Boston : Brill | Sense, 2006

Language: English

URL: DOI:

URL: DOI

UID:

Format: xi, 379 Seiten , Illustrationen

ISBN: 9789463005074 , 9789463005081

Content: The books in this series have tried to surface “the hidden political, social, and economic curriculum of schools” in particular national contexts through the lens of school textbooks. The first volume looked at the portrayal of the nation, how textbooks appear to establish and maintain the legitimacy of the state, especially in periods of rapid change.

Note: Literaturangaben

Additional Edition: ISBN 9789463005098

Additional Edition: Erscheint auch als Online-Ausgabe (Re)Constructing memory Rotterdam : Sense Publishers, 2016 ISBN 9789463005098

Language: English

Keywords: Bildungspolitik ; Geschichtsbewusstsein ; Kollektives Gedächtnis ; Nationalbewusstsein ; Schulbuch

URL: Inhaltsverzeichnis

UID:

Format: XVII, 209 S.

Edition: 1. publ.

ISBN: 0-8058-6337--0 , 0-8058-6338-9 , 978-0-8058-6337-6 , 978-0-8058-6338-3

Series Statement: ESL & applied linguistics professional series

Additional Edition: Erscheint auch als Online-Ausgabe ISBN 1-4106-1798-X

Additional Edition: Erscheint auch als Online-Ausgabe ISBN 978-1-4106-1798-9

Language: English

Subjects: English Studies

Keywords: Englisch ; Weltsprache ; Englischunterricht ; Soziolinguistik

URL: Inhaltsverzeichnis

Author information: McKay, Sandra, 1945-

UID:

Format: 1 online resource (VI, 355 p.)

ISBN: 9781501512353 , 9783110754001

Series Statement: Trends in Applied Linguistics [TAL] , 31

Content: The notion of the native speaker and its undertones of ultimate language competence, language ownership and social status has been problematized by various researchers, arguing that the ensuing monolingual norms and assumptions are flawed or inequitable in a global super-diverse world. However, such norms are still ubiquitous in educational, institutional and social settings, in political structures and in research paradigms. This collection offers voices from various contexts and corners of the world and further challenges the native speaker construct adopting poststructuralist and postcolonial perspectives. It includes conceptual, methodological, educational and practice-oriented contributions. Topics span language minorities, intercomprehension, plurilingualism and pluriculturalism, translanguaging, teacher education, new speakers, language background profiling, heritage languages, and learner identity, among others. Collectively, the authors paint the portrait of the "changing face of the native speaker" while also strengthening a new global agenda in multilingualism and social justice. These diverse and interconnected contributions are meant to inspire researchers, university students, educators, policy makers and beyond.

Note: Frontmatter -- , Contents -- , Introduction: The changing face of the "native speaker" -- , Part one: Conceptual discussions -- , Chapter 1 Why the mythical "native speaker" has mud on its face -- , Chapter 2 The multilingual and multicompetent native speaker -- , Chapter 3 New speakers: New linguistic subjects -- , Part two: Practices and representations -- , Chapter 4 Is there a native speaker in the class? A didactic view of a problematic notion -- , Chapter 5 On the paradox of being native speakers of two "competing" languages: Turkish as the mother or the father tongue of Greek nationals -- , Chapter 6 What kind of speakers are these? Placing heritage speakers of Russian on a continuum -- , Chapter 7 The out-of-sight of "native speaker": A critical journey through models of social representations of plurilingual identities -- , Chapter 8 Practice-proof concepts? Rethinking linguistic borders and families in multilingual communication: Exploiting the relationship between intercomprehension and translanguaging -- , Part three: Policies and controversies -- , Chapter 9 Provenance and possession: Rethinking the mother tongue -- , Chapter 10 The pluricentricity and ownership of English -- , Chapter 11 "I want to be bilingual!" Contested imaginings of bilingualism in New Brunswick, Canada -- , Chapter 12 Questioning the questions: Institutional and individual perspectives on children's language repertoires -- , Afterword -- , Index , Mode of access: Internet via World Wide Web. , In English.

In: EBOOK PACKAGE COMPLETE 2021 English, De Gruyter, 9783110754001

In: EBOOK PACKAGE Linguistics 2021 English, De Gruyter, 9783110754117

In: EBOOK PACKAGE Linguistics 2021, De Gruyter, 9783110753882

Additional Edition: ISBN 9781501512100

Additional Edition: ISBN 9781501517693

Language: English

DOI: 10.1515/9781501512353

URL: https://doi.org/10.1515/9781501512353

URL: https://www.degruyter.com/isbn/9781501512353

URL: Cover

UID:

Format: 1 online resource (325 p.)

Edition: 1st ed. 2016.

ISBN: 981-287-967-6

Series Statement: Education Innovation Series,

Content: This book explores Singapore’s language education system. Unlike previous volumes, which discuss the bilingual requirement for learning, it focuses on Singapore’s quadrilingual system, bringing together articles on each of the four languages – English, Mandarin, Malay and Tamil – as well as articles that examine more than one language. It highlights past successes, current concerns, and future directions for language education. The book focuses on classroom pedagogy in all four official languages, showcasing how languages are taught and learned in Singapore as a basis for better understanding the system “from the inside out.” The authors present empirical, classroom-based studies on language pedagogy in all four languages, as well as updated information on the current socio-political context and how it has influenced attempts at pedagogical innovation. Consideration is given to the dialectical relationship between policy and practice.  The chapters also include discussions of pre-school-age learning, influences of language policy, home literacy practices, and commentaries by international language-in-education scholars. This approach also provides a basis for international comparison – especially for those who are interested in fostering English proficiency while maintaining one or more national languages. The volume is particularly important in light of the continuing international efforts to integrate English into national educational systems where it is not the dominant language.

Note: Description based upon print version of record. , Introduction -- Chapter 1 Overarching themes, bilingual dreams and multilingual landscapes: Quadrilingual education in Singapore -- Section 1: Transitions -- Chapter 2 Transmission and development of literacy values and practices: An ethnographic study of a Malay family in Singapore -- Chapter 3 "I believe, therefore I practice": Teachers' beliefs on literacy acquisition and their classroom practices -- Chapter 4 Commentary on 'Transitions' -- Section 2: Competencies -- Chapter 5 A reading profile of Singapore primary school students and implications for reading pedagogy -- Chapter 6 Morphological awareness and reading development in bilingual English-Chinese children in Singapore -- Chapter 7 Taking stock of the effects of strategies-based instruction on writing in Chinese and English in Singapore primary classrooms -- Chapter 8 Commentary on 'Competencies' -- Section 3: Practices -- Chapter 9 Student engagement in reading -- Chapter 10 Distinctiveness and uniformity: Teaching language in Singapore primary grades 1 & 2 -- Chapter 11 Cultural representation in Teachers' talk: A functional analysis of Singapore's Chinese classroom discourse -- Chapter 12 Morphological teaching and Singaporean children's English word learning -- Chapter 13 Commentary on 'Practices' -- Section 4: Reforms -- Chapter 14 Use and impact of spoken Tamil in the early Tamil classrooms -- Chapter 15 Inculcation of Malay values and culture in language pedagogy in Singapore -- Chapter 16 Coding and comparing pedagogic features of teaching practices: What happens in Chinese language classes in Singapore's primary school? -- Chapter 17 Teaching Chinese to English-speaking Bilinguals -- Chapter 18 Commentary on 'Reforms' -- Conclusion -- Chapter 19 Final words: A reflective synthesis.

Additional Edition: ISBN 981-287-965-X

Language: English

DOI: 10.1007/978-981-287-967-7

UID:

Format: 1 online resource (VI, 355 p.)

ISBN: 9781501512353

Series Statement: Trends in Applied Linguistics [TAL] , 31

Content: The notion of the native speaker and its undertones of ultimate language competence, language ownership and social status has been problematized by various researchers, arguing that the ensuing monolingual norms and assumptions are flawed or inequitable in a global super-diverse world. However, such norms are still ubiquitous in educational, institutional and social settings, in political structures and in research paradigms. This collection offers voices from various contexts and corners of the world and further challenges the native speaker construct adopting poststructuralist and postcolonial perspectives. It includes conceptual, methodological, educational and practice-oriented contributions. Topics span language minorities, intercomprehension, plurilingualism and pluriculturalism, translanguaging, teacher education, new speakers, language background profiling, heritage languages, and learner identity, among others. Collectively, the authors paint the portrait of the "changing face of the native speaker" while also strengthening a new global agenda in multilingualism and social justice. These diverse and interconnected contributions are meant to inspire researchers, university students, educators, policy makers and beyond.

Note: Frontmatter -- , Contents -- , Introduction: The changing face of the “native speaker” -- , Part one: Conceptual discussions -- , Chapter 1 Why the mythical “native speaker” has mud on its face -- , Chapter 2 The multilingual and multicompetent native speaker -- , Chapter 3 New speakers: New linguistic subjects -- , Part two: Practices and representations -- , Chapter 4 Is there a native speaker in the class? A didactic view of a problematic notion -- , Chapter 5 On the paradox of being native speakers of two “competing” languages: Turkish as the mother or the father tongue of Greek nationals -- , Chapter 6 What kind of speakers are these? Placing heritage speakers of Russian on a continuum -- , Chapter 7 The out-of-sight of “native speaker”: A critical journey through models of social representations of plurilingual identities -- , Chapter 8 Practice-proof concepts? Rethinking linguistic borders and families in multilingual communication: Exploiting the relationship between intercomprehension and translanguaging -- , Part three: Policies and controversies -- , Chapter 9 Provenance and possession: Rethinking the mother tongue -- , Chapter 10 The pluricentricity and ownership of English -- , Chapter 11 “I want to be bilingual!” Contested imaginings of bilingualism in New Brunswick, Canada -- , Chapter 12 Questioning the questions: Institutional and individual perspectives on children’s language repertoires -- , Afterword -- , Index , In English.

Additional Edition: ISBN 9781501512100

Additional Edition: ISBN 9781501517693

Language: English

DOI: 10.1515/9781501512353

URL: https://doi.org/10.1515/9781501512353

URL: https://www.degruyter.com/isbn/9781501512353

URL: https://doi.org/10.1515/9781501512353

URL: https://www.degruyter.com/isbn/9781501512353