National Policy on Languages

Titre : National Policy on Languages
Auteur : Joseph Lo Bianco
Éditeur :
ISBN-13 : STANFORD:36105040683380
Libération : 1987-01-01

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State of Aboriginal languages; policy of language preservation and recording threatened languages; addresses language needs of Aboriginal language speakers for translating and interpreting services and bilingual and bicultural education; opportunities for teaching languages to other Aborigines and awareness programs for nonAborigines; support for languages through National Aboriginal Languages Project and Advisory Council on an Australian Languages Policy; case study of Yipirinya School.

Aboriginal Perspectives on a National Policy on Languages 1984

Titre : Aboriginal Perspectives on a National Policy on Languages 1984
Auteur : Eve D. Fesl
Éditeur :
ISBN-13 : OCLC:953919675
Libération : 1984

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Characteristics of Aboriginal languages, ergativity, case marking, semantics of noun classes, examples of Anindilyakwa, Larakia, and Nungali; list of languages and speakers; lists urgent linguistic work required and strategies to adopt advocates establishment of Institute of Aboriginal Languages; lobbying for National Language Policy; training and use of translators and interpreters.

The National Policy on Languages December 1987 March 1990

Titre : The National Policy on Languages December 1987 March 1990
Auteur : AACLAME.
Éditeur :
ISBN-13 : 0642155488
Libération : 1990

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Progress report on programs under National Policy on Languages including proposals and activities of National Aboriginal Languages Program including list of projects funded.

Bilingual Children s Language and Literacy Development

Titre : Bilingual Children s Language and Literacy Development
Auteur : Roger Barnard
Éditeur : Multilingual Matters
ISBN-13 : 1853597112
Libération : 2003-01-01

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This book contains case studies relating the experience of bilingual children in various settings in New Zealand primary schools. The contexts include a Maori bilingual school, a Samoan bilingual unit, and mainstream classrooms which cater for immigrant and deaf children. Suggestions for educational policy, teacher development and research are made.

Plurilingual Education

Titre : Plurilingual Education
Auteur : Patrick Grommes
Éditeur : John Benjamins Publishing Company
ISBN-13 : 9789027270252
Libération : 2014-07-15

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Plurilingual communication is common practice in most urban areas. Societal domains such as business and science nowadays see themselves as international, and plurilingual communication is the rule rather than the exception. But how do other players in critical domains of modern societies, and more specifically, in education react to this situation? This volume of the Hamburg Studies in Linguistic Diversity (HSLD) series explores this question along three major lines. One group of contributions sheds light on educational policies in Europe and beyond. A second group of contributions elucidates what interaction and communication practices develop in multilingual contexts. The focus is on school settings. Thirdly, we present articles that discuss the effects of plurilingual settings and plurilingual practices on language development. As a whole this volume shows how linguistic diversity shapes a central domain of our societies, namely education, and how it also impacts upon the development of the individuals interacting in this domain.

Language Loyalties

Titre : Language Loyalties
Auteur : James Crawford
Éditeur : University of Chicago Press
ISBN-13 : 0226120163
Libération : 1992-06-01

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As late as 1987, two-thirds of the Americans who responded to a national survey believed that English was the official language of the United States. In fact, the Constitution is silent on the issue. Since Senator S. I. Hayakawa first proposed an English Language Amendment in Congress in 1981, Official English has been considered in forty-seven states and adopted by seventeen; the amendment is pending in the 102d Congress. Supporters argue that English has always been our common language—a means of resolving conflicts in a nation of diverse racial, ethnic, and religious groups, and an essential tool of social mobility and cultural integration. Opponents charge that the amendment is unnecessary and that it threatens civil rights, educational opportunities, and free speech, wrapping racist biases in a cloak of patriotism. Language Loyalties: A Source Book on the Official English Controversy provides a balanced, comprehensive guide to this complex and often confusing debate. It is an essential handbook and reference for advocates, educators, policymakers, jurists, scholars, and citizens who seek to join this debate fully informed. Addressing the issues involved in developing America's first planned national language policy, James Crawford has expertly collected and introduced more than eighty-five source documents and articles.

Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language

Titre : Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language
Auteur : Robyn Moloney
Éditeur : Springer
ISBN-13 : 9789812877727
Libération : 2015-11-07

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Teachers of Chinese as a foreign language in many international contexts are searching for pedagogic solutions to promote effective learning. Models of innovative and successful approaches are urgently needed. This volume presents a collection of compelling and empirically rich research studies that showcases innovative developments in the practice of teaching Chinese as a foreign language. The studies focus on three interrelated areas: learners, teachers, and applications of new technologies. Specifically, the studies explore methods for fostering learner-centred classrooms, autonomous learners, intercultural learning, the role of teacher views and identities, the nature of a ‘middle ground’ approach, and technologies that accommodate the unique aspects of the Chinese language, with new options for mobile and interactive learners. Providing both inspiration and practical models for language practitioners and researchers, it offers a vital resource for teachers’ professional development, and for pre-service teacher education.

Language Policies in English dominant Countries

Titre : Language Policies in English dominant Countries
Auteur : Michael L. Herriman
Éditeur : Multilingual Matters
ISBN-13 : 185359346X
Libération : 1996-01-01

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This text provides an analysis of current policies on language(s) in the USA, Canada, Britain, New Zealand, South Africa and Australia. The linguistic background of each country is examined along with the status of languages, as determined by statute or practice. Consequences for all languages and language education are also analyzed.

Uniformity and Diversity in Language Policy

Titre : Uniformity and Diversity in Language Policy
Auteur : Catrin Norrby
Éditeur : Multilingual Matters
ISBN-13 : 9781847694485
Libération : 2011-10-17

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This book brings together current research by leading international scholars on the often contentious nature of language policies and their practical outcomes in North America, Australia and Europe. It presents a range of perspectives from which to engage with a variety of pressing issues raised by multilingualism, multiculturalism, immigration, exclusion, and identity. A recurrent theme is that of tension and conflict: between uniformity and diversity, between official policies and real day-to-day life experiences, but also between policies in schools and the corporate world and their implementation. Several chapters present research about language policy issues that has previously not been fully or easily available to an English-language audience. Many of the chapters also provide up-to-date analyses of language policy issues in particular regions or countries, focusing on recent developments.

Learning Chinese as a Heritage Language

Titre : Learning Chinese as a Heritage Language
Auteur : Guanglun Michael Mu
Éditeur : Multilingual Matters
ISBN-13 : 9781783094301
Libération : 2015-09-10

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This book explores the fascinating topic of heritage language learning, looking in particular at Chinese Australians’ learning of Chinese. The author studies the investment, challenges and benefits of heritage language learning across varied contexts including school, work, home and in the community. The book investigates how Chinese Australians navigate and negotiate their Chineseness and how resources are used to support their learning. The book is based on a mixed methods study which uses Bourdieu’s sociological theory, and offers implications for sociologists of language and education, Chinese heritage language learners and teachers, as well as language and cultural policy makers.