Inclusive Education, Social Justice, and Multilingualism
portes grátis
Inclusive Education, Social Justice, and Multilingualism
Karpava, Sviatlana
Springer International Publishing AG
04/2025
291
Dura
9783031811937
Pré-lançamento - envio 15 a 20 dias após a sua edição
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Part I: Multilingual, Multicultural and Inclusive Education.- Chapter 1. Multilingual, Multicultural and Inclusive Education in Cyprus, Sviatlana Karpava.- Chapter 2. "Include them, don't exclude them": Voices of transnational youths to claim for inclusive education and social justice, Irasema Mora-Pablo.- Chapter 3. Inclusive Education for Social Justice: Policy and Practice in primary education in Bangladesh, S. M. Akramul Kabir, Mahammad Abul Hasnat .- Part II: Inclusive Multilingual Classrooms:Teacher Training and Preparation.- Chapter 4. Multilingualism and Inclusion in Language Teachers' Pedagogical Practices, Sheri Dion, Harvard T.H. Chan.- Chapter 5, Training intercultural teachers in a CLIL context: a case study in Primary Education, Author: Isabel Alonso-Belmonte.- Chapter 6.The contribution of language autobiography to in-service teacher training: towards personal and professional awareness and reflection, Dimitra Tzatzou.- Part III: Multilingualism: (Family) Language Policy and Education.- Chapter 7. Inequitable learning environments from the lens of emergent multilinguals, Sung Kyung Ahn, Luke Jang.- Chapter 8. Reading, Writing, and the Power of Diverse Literature in Supporting Young Refugees and Asylum Seekers, Pei-Ni Lin Causarano, Antonio Causarano.- Chapter 9. Institutional and Discursive Multilingualism, Maria Yelenevskaya, Ekaterina Protassova.- Part IV: Family Involvement in Multilingual and Heritage Language Education.- Chapter 10. Language-in-education and family language policy: The case of Betawi, Indonesian, and English language in peripheral Jakarta, Indonesia, Irham Irham, Lengga Pradipta, Vita Lutfiah.- Chapter 11. Learning strategies for English language in peripheral Jakarta, Indonesia in the home context: oral speech perspective, Anna Ritter, Tatjana Kurbangulova, Veronika Wald.- Chapter 12. Challenges and contradictions at play in Chinese heritage language maintenance - Experiences of newly arrived immigrant parents from People's Republic of China, Yining Wang.- Chapter 13. Afterword: Multilingualism, Inclusive Education and Social Justice, Sviatlana Karpava.
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inclusive education in Cyprus;transnational youths ;inclusive primary education in Bangladesh;language teachers' pedagogical practices;intercultural teachers in a CLIL context;in-service teacher training;family language policy ;inclusive language education for refugees and asylum seekers;multilingual and heritage language education ;English language in Jakarta, Indonesia;Chinese heritage language maintenance ;equality and diversity in language classrooms;multilingual pedagogies;language repertoires of immigrant multilingual students
Part I: Multilingual, Multicultural and Inclusive Education.- Chapter 1. Multilingual, Multicultural and Inclusive Education in Cyprus, Sviatlana Karpava.- Chapter 2. "Include them, don't exclude them": Voices of transnational youths to claim for inclusive education and social justice, Irasema Mora-Pablo.- Chapter 3. Inclusive Education for Social Justice: Policy and Practice in primary education in Bangladesh, S. M. Akramul Kabir, Mahammad Abul Hasnat .- Part II: Inclusive Multilingual Classrooms:Teacher Training and Preparation.- Chapter 4. Multilingualism and Inclusion in Language Teachers' Pedagogical Practices, Sheri Dion, Harvard T.H. Chan.- Chapter 5, Training intercultural teachers in a CLIL context: a case study in Primary Education, Author: Isabel Alonso-Belmonte.- Chapter 6.The contribution of language autobiography to in-service teacher training: towards personal and professional awareness and reflection, Dimitra Tzatzou.- Part III: Multilingualism: (Family) Language Policy and Education.- Chapter 7. Inequitable learning environments from the lens of emergent multilinguals, Sung Kyung Ahn, Luke Jang.- Chapter 8. Reading, Writing, and the Power of Diverse Literature in Supporting Young Refugees and Asylum Seekers, Pei-Ni Lin Causarano, Antonio Causarano.- Chapter 9. Institutional and Discursive Multilingualism, Maria Yelenevskaya, Ekaterina Protassova.- Part IV: Family Involvement in Multilingual and Heritage Language Education.- Chapter 10. Language-in-education and family language policy: The case of Betawi, Indonesian, and English language in peripheral Jakarta, Indonesia, Irham Irham, Lengga Pradipta, Vita Lutfiah.- Chapter 11. Learning strategies for English language in peripheral Jakarta, Indonesia in the home context: oral speech perspective, Anna Ritter, Tatjana Kurbangulova, Veronika Wald.- Chapter 12. Challenges and contradictions at play in Chinese heritage language maintenance - Experiences of newly arrived immigrant parents from People's Republic of China, Yining Wang.- Chapter 13. Afterword: Multilingualism, Inclusive Education and Social Justice, Sviatlana Karpava.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
inclusive education in Cyprus;transnational youths ;inclusive primary education in Bangladesh;language teachers' pedagogical practices;intercultural teachers in a CLIL context;in-service teacher training;family language policy ;inclusive language education for refugees and asylum seekers;multilingual and heritage language education ;English language in Jakarta, Indonesia;Chinese heritage language maintenance ;equality and diversity in language classrooms;multilingual pedagogies;language repertoires of immigrant multilingual students
