Social Class, Gender and Exclusion From School Jean Kane. New York, NY: Routledge, 2011English Language Teachers on the Discursive Faultlines: Identities, Ideologies and Pedagogies Julia Menard-Warwick. Bristol, England: Multilingual Matters, 2013Race, Em

TESOL Journal ◽  
2016 ◽  
Vol 7 (4) ◽  
pp. 999-1003
Author(s):  
Oksana Moroz
Keyword(s):  
New York ◽  
Social Class ◽  
Language Teachers

scholarly journals Teacher education

2003 ◽  
Vol 36 (4) ◽  
pp. 277-278
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Hong Kong ◽  
Language Learning ◽  
Language Teachers ◽  
Learning And Teaching ◽  
University Of Oxford ◽  
Ann Arbor ◽  
Language And Education

04–644 Donaghue, H. (Shajah Women's College, UAE). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal (Oxford, UK), 57, 4 (2003), 344–351.04–645 Heller-Murphy, Anne and Northcott, Joy (U. of Edinburgh, Scotland, UK). “Who does she think she is?” constraints on autonomy in language teacher education. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 10–18.04–646 LeLoup, J. W. (State U. of New-York-Cortland) and Schmidt-Rinchart, B. A Venezuelan experience: professional development for teachers, meaningful activities for students. Hispania (Ann Arbor, USA), 86, 3 (2003), 586–591.04–647 Macaro, E. (University of Oxford; Email: [email protected]) Second language teachers as second language classroom researchers. Language Learning Journal (Rugby, UK), 27 (2003), 43–51.04–648 Murphy, J. (New College, Nottingham). Task-based learning: the interaction between tasks and learners. ELT Journal (Oxford, UK), 57, 4 (2003), 352–360.04–649 Urmston, Alan (Hong Kong Examinations and Assessment Authority, Hong Kong; Email: [email protected]). Learning to teach English in Hong Kong: the opinions of teachers in training. Language and Education (Clevedon, UK), 17, 2 (2003), 112–137.04–650 Wharton, Sue (University of Aston, UK; Email: [email protected]). Defining appropriate criteria for the assessment of master's level TESOL assignments. Assessment and Evaluation in Higher Education (London, UK), 28, 6 (2003), 649–663.04–651 Wildsmith-Cromarty, Rosemary (University of Natal, Pietermaritzburg, South Africa; Email: [email protected]). Mutual apprenticeship in the learning and teaching of an additional language. Language and Education (Clevedon, UK), 17, 2 (2003), 138–154.

The multilingual turn as a critical movement in education: assumptions, challenges and a need for reflection

2017 ◽  
Vol 8 (1) ◽  
pp. 131-161 ◽  
Author(s):  
Gabriela Sylvia Meier
Keyword(s):  
New York ◽  
Language Learning ◽  
Bilingual Education ◽  
Social Practice ◽  
Decomposition Analysis ◽  
Language Teachers ◽  
Theoretical Pluralism ◽  
Critical Movement ◽  
Critical Perspectives

AbstractThis study establishes the multilingual turn as part of a critical movement in education. It highlights the importance we ought to attach to how we understand the concepts of language, the learners and language learning and related terms, as such assumptions determine what language teachers and learners do in the classroom. A thematic decomposition analysis of 21 chapters, contained in two books both with phrase the multilingual turn in their title (Conteh and Meier 2014, The multilingual turn in languages education: Opportunities and challenges. Bristol: Multilingual Matters; May 2014a, The multilingual turn: Implications for SLA, TESOL and Bilingual education. New York: Routledge), confirms that new critical understandings of these concepts have developed in recent years. While there is not total accord, my findings showed that authors, associated with the multilingual turn, conceive languages as a resource for learning and as associated with status and power; the learners as diverse multilingual and social practitioners; and learning as a multilingual social practice based on theoretical pluralism, consistently guided by critical perspectives. While theoretically relatively well established, the multilingual turn faces important challenges that hamper its translation into mainstream practice, namely popularly accepted monolingual norms and a lack of guidance for teachers. The findings combined with previous research inform a framework to reflect on practice, which may, in the long term, help address the challenges identified.

Lenore A. Grenoble & Lindsay J. Whaley (eds.), Endangered languages: Current issues and future prospects. Cambridge & New York: Cambridge University Press, 1998. Pp. xvii, 361. Hb $69.95, pb $27.95.

2000 ◽  
Vol 29 (2) ◽  
pp. 287-290
Author(s):  
Leanne Hinton
Keyword(s):  
New York ◽  
Language Teachers ◽  
Indigenous Languages ◽  
Endangered Languages ◽  
Language Loss ◽  
The European Union ◽  
The Past ◽  
The Media ◽  
Set Up ◽  
National Governments

Over the past decade, an increasing number of linguists have been turning their attention toward the plight of endangered languages. We are realizing that most of the small indigenous languages of the world are in great danger of disappearing over the coming century, if they have not already disappeared. Nor are linguists alone in their concern; the media have become interested in the issue, as have international organizations – like UNESCO, the European Union, and even national governments that have in the past been instruments of the demise of indigenous languages. Clearinghouses are being set up (e.g. the International Clearing House for Endangered Languages at Tokyo University), and funds such as the Endangered Languages Fund. Most active in fighting language extinction are members of the affected communities themselves, who are working on their own, or forging new kinds of partnerships with linguists, in an effort to reverse language shift. In the context of these movements, this excellent book is a welcome and crucial resource. The volume gathers together a set of valuable articles by a group including some of the best scholars in linguistics and some of the best native language teachers: Nancy Dorian, Nora and Richard Dauenhauer, Kaia'titahkhe Annette Jacobs, Colette Grinevald, Marianne Mithun, Ken Hale, Christopher Jocks, Anthony Woodbury, Carol Myers-Scotton, and Nikolai Vakhtin. It is a must-read for anyone – native, linguist, teacher, or policy maker – who is involved with issues of language loss, maintenance, or revitalization.

scholarly journals Teacher education

2005 ◽  
Vol 38 (1) ◽  
pp. 40-41
Keyword(s):  
New York ◽  
Teacher Education ◽  
Foreign Language ◽  
Language Teachers ◽  
Theory And Practice ◽  
Methods Course ◽  
Foreign Language Teachers ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

05–88Haley, Marjorie Hall (George Mason U, USA). Implications of using case study instruction in a foreign/second language methods course. Foreign Language Annals (New York, USA) 37.2 (2004), 290–300.05–89Lozano, Albert S. (California State U, USA), Padilla, Amado M., Sung, Hyekyung & Silva Duarte M. A statewide professional program for California foreign language teachers. Foreign Language Annals (New York, USA) 37.2 (2004), 301–309.05–90Rilling, Sarah, Dahlman, Anne, Dodson, Sarah, Boyles, Claire & Pavant, Özlem (Kent State U, USA). Connecting CALL theory and practice in pre-service teacher education and beyond: processes and products. CALICO Journal (TX, USA) 22.2 (2005), 213–235.

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