By David Little, Constant Leung, Piet Van Avermaet
Variety - social, cultural, linguistic and ethnic - poses a problem to all academic structures. a few experts, colleges and lecturers glance upon it as an issue, a disadvantage to the fulfillment of nationwide academic pursuits, whereas for others it bargains new possibilities. Successive PISA stories have laid naked the relative loss of luck in addressing the wishes of various institution populations and aiding young ones strengthen the competences they should achieve society. The e-book is split into 3 components that deal in flip with coverage and its implications, pedagogical perform, and responses to the problem of range that transcend the language of education. This quantity beneficial properties the most recent study from 8 varied nations, and may attract a person taken with the tutorial integration of immigrant kids and teens.
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Additional info for Managing Diversity in Education: Languages, Policies, Pedagogies
2005) What ‘counts’ as educational policy: Notes towards a new paradigm. Harvard Educational Review 75, 65–88. L. and Zhou, M. (1995) Effects of minority-language literacy on the academic achievement of Vietnamese youths in New Orleans. Sociology of Education 68, 1–17. , Heimer, A. and Pfeiffer, I. (2008) Integration through education – promising practices, strategies and initiatives in ten countries. ) Immigrant Students Can Succeed: Lessons from around the Globe (pp. 119–187). Gütersloh: Bertelsmann Stiftung.
One likely reason why this research has received so little attention from researchers and policy-makers concerned with educational reform is that the construct of ‘identity’ is difficult to operationalize in quantitative ways. As Norton and Toohey (2011: 426) point out, the ‘methods required for investigating the intersection between identity positions and language learning are complex . . [and] methods that rely on static, inherent, and measurable learner “variables” are not consistent with some of the major understandings of these approaches’.
Consequently, many schools do not encourage bilingual students to showcase their linguistic accomplishments, thereby missing an important opportunity both for identity affirmation and enabling students to use their L1 as a cognitive tool. The policy vacuum in relation to linguistic diversity at the level of provincial ministries, school boards, and individual schools is paralleled by the absence of any required courses in most faculties of education that focus specifically on linguistic diversity issues.
Managing Diversity in Education: Languages, Policies, Pedagogies by David Little, Constant Leung, Piet Van Avermaet