Caroline Kerfoot, Anne-Marie Simon-Vandenbergen Language in Epistemic Access: Mobilising multilingualism and literacy development 9781138715066

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Автор: Caroline Kerfoot, Anne-Marie Simon-Vandenbergen
Название: Language in Epistemic Access: Mobilising multilingualism and literacy development
Перевод названия: Керолайн Керфут: Язык в эпистемологическом доступе: мобилизация многоязычия и развитие грамотности
ISBN: 9781138715066
Издательство: Taylor&Francis
Классификация:

Двуязычие и многоязычие

Литература и литературоведение

Региональные исследования

Философия и теория образования

Межкультурное образование

Навыки и методы преподавания

ISBN-10: 1138715069
Обложка/Формат: Hardback
Страницы: 124
Вес: 0.36 кг.
Дата издания: 23.01.2017
Язык: English
Размер: 248 x 171
Читательская аудитория: Undergraduate
Ключевые слова: Philosophy & theory of education, EDUCATION / General
Подзаголовок: Mobilising multilingualism and literacy development
Рейтинг:
Поставляется из: Европейский союз
Описание: This book focuses on how to address persistent linguistically structured inequalities in education, primarily in relation to South African schools, but also in conversation with Australian work and with resonances for other multilingual contexts around the world. The book as a whole lays bare the tension between the commitment to multilingualism enshrined in the South African Constitution and language-in-education policy, and the realities of the dominance of English and the virtual absence of indigenous African languages in current educational practices. It suggests that dynamic plurilingual pedagogies can be allied with the explicit scaffolding of genre-based pedagogies to help redress asymmetries in epistemic access and to re-imagine policies, pedagogies, and practices more in tune with the realities of multilingual classrooms. The contributions to this book offer complementary insights on routes to improving access to school knowledge, especially for learners whose home language or language variety is different to that of teaching and learning at school. All subscribe to similar ideologies which include the view that multilingualism should be seen as a resource rather than a problem in education. Commentaries on these chapters highlight evidence-based high-impact educational responses, and suggest that translanguaging and genre may well offer opportunities for students to expand their linguistic repertoires and to bridge epistemological differences between community and school. This book was originally published as a special issue of Language and Education.

Language in Epistemic Access: Mobilising multilingualism and literacy development, Caroline Kerfoot, Anne-Marie Simon-Vandenbergen