Esch, Edith / Solly, Martin (eds)
The Sociolinguistics of Language Education in International Contexts
Year of Publication: 2012
Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Oxford, Wien, 2012. 263 pp., num. tables
ISBN 978-3-0343-1009-3 pb. (Softcover)
Weight: 0.400 kg, 0.882 lbs
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In many parts of the world the language education scenario is increasingly dynamic, as demographic, economic and social changes powerfully influence socio-political agendas in the sphere of language education. These in turn impact on complex issues such as linguistic pluralism, multiculturalism, and marginalization. This is especially so in the sphere of second language education where local, national and regional concerns often dominate the objectives underpinning policy choice and prioritisation.
This volume brings together scholars and researchers from a wide range of different educational contexts and turns a sociolinguistic lens on some of the key areas of concern for researchers in language education: critical awareness of power and identity issues; competence in dealing with new sociolinguistic repertoires, modalities and literacies; ethical concerns for all who are involved. The ‘case study’ approach enables the reader to reflect on and critically engage with these issues in a rich variety of contextual situations, and the volume as a whole provides a useful overview of (second) language education in the world today.
Contents: Edith Esch/Martin Solly: Introduction – Michael Evans: The Sociolinguistics of Schooling: The Relevance of Derrida’s Monolingualism of the Other or The Prosthesis of Origin – Jin He: The Myths of English Proficiency: The Socially Constructed Ideas about English in China – Anne Ife: Achieving Successful Lingua Franca Interaction in a Context of Linguistic Disparity – Kizitus Mpoche: The Sociolinguistics of Language Education: Contextualising Language Policy and Language Education in Cameroon – Rebecca A. Mitchell: Language, Education and Identity in Gabon – Esterino Adami: English Language Education in India Today – Androula Yiakoumetti: Bidialectism and Aboriginal Language Education: Sociolinguistic Considerations Pertinent to Australia’s Aboriginal Communities – Roxana Herescu: An Investigation into the Views and Practices of Teachers of Content and Language Integrated Learning (CLIL) in Romania – Steve Buckledee: Are Cambridge ESOL Examinations Appropriate for Users of English as a Lingua Franca? – Inmaculada Fortanet-Gómez: The Implications of Language Choice in Education.
About the author(s)/editor(s)
Edith Esch is Senior Research Fellow in the Faculty of Education of the University of Cambridge and a Fellow of Lucy Cavendish College.
Martin Solly is Associate Professor of English Language and Linguistics at the University of Florence.
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