| Description |
1 online resource (xii, 231 pages) : illustrations |
| Series |
Multilingual Education, 2213-3208 ; volume 11 |
|
Multilingual education ; v. 11. 2213-3208
|
| Contents |
Chapter 1: Introduction -- Chapter 2: Occupying the 'Third Space': Perspectives and Experiences of Asian English Language Teachers -- Chapter 3: Changing Perspectives of Literacy, Identity and Motivation: Implications for Language Education -- Chapter 4: Constructing Meaning from the Unfamiliar: Implications for Critical Intercultural Education -- Chapter 5: Can Teachers Know Learners' Minds? Teacher Empathy and Learner Body Language in English Language Teaching -- Chapter 6: Code-switching and Indigenous Workplace Learning: Cross-cultural Competence Training or Cultural Assimilation? -- Chapter 7: The Retention of Year 11/12 Chinese in Australian Schools: A Relevance Theory Perspective -- CHAPTER 8: Towards the Establishment of a WACE Examination in Japanese as a Heritage Language: Critical Perspectives -- Chapter 9: A Place for Second Generation Japanese Speaking Children in Perth: Can they Maintain Japanese as a Community Language? -- CHAPTER 10: Tamil Language in Multilingual Singapore: Key Issues in Teaching and Maintaining a Minority Language -- Chapter 11: Functional English and Chinese as Mediums of Instruction in a Higher Institution in Hong Kong -- Subject index |
| Summary |
The studies in this volume investigate how multilingual education involves a critical engagement with questions of identity and culture, and a movement towards new ways of being and belonging. It addresses previously under-explored issues, in particular the integration of theories like 'thirdness', and practices of language education and maintenance with relevance to the Asia-Pacific region. The analyses reveal the delicate balance of interests of all stakeholders and offer detailed insights into the reality of multilingual education, with specific examples of Chinese, English, Japanese and Tamil. In a globalised world, effective language education has become increasingly important, and the studies presented here have the potential to inform and advance evidence-based multilingual education through adding important dimensions of theoretical exploration and fresh empirical resources. In learning a second language, neither do you fully accommodate yourself to the target culture nor merely stick to your original self. Rather, you engage in negotiations to create your new identities in 'the third place.' Critical Perspectives on Language Education explores the current problems of multilingual education from this new angle, with concrete examples from the Asia-Pacific region. This volume provides a number of valuable insights both for educational policies and pedagogical practice in the face of the highly dynamic and fluid nature of cross-cultural interactions today. Nobuyuki Hino, Osaka University, Japan |
| Bibliography |
Includes bibliographical references at the end of each chapters and index |
| Notes |
English |
|
Online resource; title from PDF title page (SpringerLink, viewed August 6, 2014) |
| Subject |
Language arts -- Australia
|
|
Language arts -- Pacific Area
|
|
LANGUAGE ARTS & DISCIPLINES -- Study & Teaching.
|
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Language arts
|
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Australia
|
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Pacific Area
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| Form |
Electronic book
|
| Author |
Dunworth, Katie, editor
|
|
Zhang, Grace Qiao, editor.
|
| ISBN |
9783319061856 |
|
3319061852 |
|
3319061844 |
|
9783319061849 |
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9783319061863 |
|
3319061860 |
|
9783319357690 |
|
3319357697 |
|
