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Minority Language Planning and Micronationalism in Italy
An Analysis of the Situation of Friulian, Cimbrian and Western Lombard with Reference to Spanish Minority Languages©2007 Monographs -
Interests and Power in Language Management
©2022 Edited Collection -
Language Variation in Foreign Language Teaching
On the Road to Communicative Competence©2004 Thesis -
Language Management in Contact Situations
Perspectives from Three Continents©2009 Edited Collection -
National and European Language Policies
Contributions to the Annual Conference 2007 of EFNIL in Riga©2009 Edited Collection -
Non-Dominant Varieties of Pluricentric Languages. Getting the Picture
In Memory of Michael Clyne- In Collaboration with Catrin Norrby, Leo Kretzenbacher, Carla Amorós©2012 Conference proceedings -
European Projects in University Language Centres
Creativity, Dynamics, Best Practice©2016 Edited Collection -
Speech Planning and Dynamics
©2012 Edited Collection -
Vanishing Languages in Context
Ideological, Attitudinal and Social Identity Perspectives©2016 Conference proceedings -
Explorations into Language Use in Africa
©2008 Conference proceedings -
Empowerment through Language and Education
Cases and Case Studies from North America, Europe, Africa and Japan©2006 Conference proceedings -
Becoming Multilingual
Language Learning and Language Policy between Attitudes and Identities©2011 Edited Collection -
Translanguaging and Critical Literacy
A Theoretical Introduction, Descriptors, and Lesson Plans for Teachers and Practitioners©2022 Monographs -
French in and out of France
Language Policies, Intercultural Antagonisms and Dialogue©2003 Edited Collection -
Linguistic Regionalism in Eastern Europe and Beyond
Minority, Regional and Literary Microlanguages©2018 Edited Collection -
Change in Teaching and Learning
©2014 Edited Collection -
Inclusion and Teacher Education
Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences.
7 publications