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<br /><b>Infoling 5.12 (2013)</b><br />ISSN: 1576-3404 </font>
<br /><font style="font-size:90%">© Infoling 1996-2012. Reservados
todos los derechos</font>
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<br /><hr /><b>Novedad bibliográfica:</b><br />Shoba, Jo Arthur;
Chimbutane, Feliciano, eds. 2013. Bilingual Education and Language
Policy in the Global South. London: Routledge (Colección:
Routledge Critical Studies in Multilingualism. 250 págs., ISBN-13:
9780415503068. Precio: 100,00 EUR)<br /><b>Compra-e:</b> <a
href="http://www.routledge.com/books/details/9780415503068/"
target="_blank">http://www.routledge.com/books/details/9780415503068/</a><br
/><b>Información de:</b> Infoling List
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/><b>Descripción</b><br /><p> This volume considers a range of
ways in which bilingual programs can make a contribution to aspects of
human and economic development in the global South. The authors
examine the consequences of different policies, programs, and
pedagogies for learners and local communities through recent
ethnographic research on these topics. The revitalization of minority
languages and local cultural practices, management of linguistic and
cultural diversity, and promotion of equal opportunities (both social
and economic) are all explored in this light.</p><br
/><b>Temática:</b> Otras especialidades<br /><br /><b>Índice</b><br
/><p>Introduction: Ideological and Implementational Spaces for
Multilingual Education Policy and Practice in the Global South <br
/>Jo Arthur Shoba and Feliciano Chimbutane <br /><br />Section 1:
Language-in-Education Policy across Cultural and Historical Contexts
<br /><br />1. "El niño debe aprender en su idioma": A Teacher's
Approximations to Language Policy in an Indigenous Peruvian School <br
/>Laura A. Valdiviezo <br /><br />2. The Formation of Language Values
and Educational Language Policy Beliefs among Teacher Educators in
Ghana: A Life History Approach <br />Jo Arthur Shoba <br /><br />3.
>From Policy to Practice: Multiple Language and Script Education in
Eritrea <br />Yonas Mesfun Asfaha <br /><br />4. Language Education
and Nationhood in Morrocco: Tensions between Unity and Diversity,
between Local and Global Abderrahman El Aissati <br /><br />5. The
Development of Language Policy in a Global Age: The Case of East Timor
<br />Estêvão Cabral <br /><br />6. Navigating Contested Space, Time
and Position: Ethnographic Research in Bilingual and Trilingual
Education Systems of Ethiopia <br />Kathleen Heugh <br /><br />7. Can
Socio-cultural Gains Sustain Bilingual Education Programmes in
Post-colonial Contexts? The Case of Mozambique Feliciano Chimbutane
<br /><br />Discussant's Response to Section 1: <br />Timescales,
Continuities, and Language in Education Policy in the Global South <br
/>Kendall King <br /><br />Section 2: The Making and Remaking of
Policy in Local School and Classroom Contexts <br /><br />8.
Negotiating Bilingual Classroom Spaces in the Lao People's Democratic
Republic: Opportunity and Constraint <br />Angela Cincotta-Segi <br
/><br />9. The Challenge and Promise of Multilingualism in the
Caribbean: Focus on Haiti <br />Marky Jean-Pierre <br /><br />10.
Multilingual Discourses and Pedagogy in North India <br />Cynthia
Groff <br /><br />11. Language Policy and Practice at a Secondary
School in Botswana: a multiple layered onion<br />Joy Batsalelwang &
Gregory Kamwendo <br /><br />Discussant's Response to Section 2: <br
/>Breaking the Hegemonic Knowledge Claims in Language Policy and
Education: 'The Global South as Method' <br />Angel Lin <br /><br
/>Final afterword: Casmir Rubagumya</p><br /><b>Información en la web
de Infoling:</b><br /> <a
href="http://www.infoling.org/informacion/NB750.html" target="_blank">
http://www.infoling.org/informacion/NB750.html</a></body></html>