Language Learning in Anglophone Countries
portes grátis
Language Learning in Anglophone Countries
Challenges, Practices, Ways Forward
Thompson, Amy S.; Lanvers, Ursula; East, Martin
Springer Nature Switzerland AG
01/2022
516
Mole
Inglês
9783030566562
15 a 20 dias
719
Descrição não disponível.
Chapter 1: Introduction (Ursula Lanvers, Amy S. Thompson and Martin East).- Part 1: Challenges to Language Learning in Anglophone Countries: Observations from School Education.- Chapter 2: Language Learning in New Zealand's Schools: Enticing Opportunities and Enduring Constraints (Martin East).- Chapter 3: The Place of Foreign Languages in the Irish Education System: Towards a More Strategic Approach (Jennifer Bruen).- Chapter 4: English Monolingualism in Canada: A Critical Analysis of Language Ideologies (Andrea Sterzuk and Hyunjung Shin).- Chapter 5: Shifting Ideologies: The Seal of Biliteracy in the United States (Charlotte R. Hancock and Kristin J. Davin).- Chapter 6: Choosing Language Options at Secondary School in England: Insights from Parents and Students (Ursula Lanvers and Christopher Martin).- Chapter 7: Why Does Northern Ireland Have No Primary School Languages? A Review of the Interplay Between Languages and Politics in Northern Ireland (Ian Collen).- Chapter 8: Language Education in Australian Primary Schools: Policy, Practice, Perceptions (Shannon Mason and John Hajek).- Part 2: Challenges to Language Learning in Anglophone Countries: Observations from Higher Education.- Chapter 9: University Language Policy and Planning in the United Kingdom: Modern Foreign Languages Teaching and Learning (Anthony J. Liddicoat).- Chapter 10: LOTEs in US Universities: Benefits, Trends, Motivations, and Opportunities (Amy S. Thompson).- Chapter 11: Learning Japanese as a Foreign Language in New Zealand: Questioning the Basic Assumptions (Harumi Minagawa and Dallas Nesbitt).- Part 3: Ways Forward through Immersion, Lifelong Learning and CLIL.- Chapter 12: Study Abroad for Anglophones: Language Learning through Multilingual Practices (Rosamond Mitchell and Nicole Tracy-Ventura).- Chapter 13: Learn From the Experts: Collaborative Language Learning and Language Ideology Awareness (Mara R. Barbosa).- Chapter 14: Content and Language Integrated Learning in England: Missed Opportunities and Ways Forward (Kim Bower).- Chapter 15: Heritage Language Maintenance in New Zealand (Louisa Buckingham).- Part 4: Ways Forward Through Online and Virtual Activities.- Chapter 16: Online Language Learning in New Zealand's Primary Schools: Exploring the Impact of One Initiative (Constanza Tolosa, Martin East and Michael Barbour).- Chapter 17: Developing Multilingual Language Awareness through German-English Online Collaboration (Diana Feick and Petra Knorr).- Chapter 18: Best of Both Worlds? Developing Integrative Blended Learning for French, Italian and Spanish Beginners at Tertiary Level in Aotearoa/New Zealand (Deborah Walker-Morrison, Gabriella Brussino and Nicola Gilmour).- Chapter 19: How Do Virtual Interactions with French Speakers Affect the Motivation of Young Learners in a Scottish Primary Classroom? (James Innes and Alan Huang).- Part 5: Ways Forward through Plurilingual Approaches in the Language Classroom.- Chapter 20: A Plurilingual Approach to Revitalize L2Teaching and Learning: An Example from Ireland (David Little and Deirdre Kirwan).- Chapter 21: Using Critical Language Awareness to Disrupt Global English Hegemony in US Higher Education (Emma R. Britton).- Chapter 22: Thinking Beyond 'Languaging' in Translanguaging Pedagogies: Exploring Ways to Combat White Fragility in an Undergraduate Language Methodology Course (Rebekah R. Gordon, Heather L. Reichmuth, Lee Her and Peter I. De Costa).- Chapter 23: Preparing Monolingual Teachers of Multilingual Students: Strategies That Work (Qianqian Zhang-Wu).- Chapter 24: Resistance to Monolingualism: School Principles and Head of Languages' Voices on Factors That Promote and Deter Languages Education in Queensland, Australia (Adriana Diaz, Marisa Cordella and Fabiane Ramos Buckingham).- Chapter 25: Conclusion (Ursula Lanvers, Amy Thompson and Martin East).
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Languages other than English (LOTE);language education policy;secondary education;higher education;Global English;plurilingualism;plurilingual practices;linguistic imperialism
Chapter 1: Introduction (Ursula Lanvers, Amy S. Thompson and Martin East).- Part 1: Challenges to Language Learning in Anglophone Countries: Observations from School Education.- Chapter 2: Language Learning in New Zealand's Schools: Enticing Opportunities and Enduring Constraints (Martin East).- Chapter 3: The Place of Foreign Languages in the Irish Education System: Towards a More Strategic Approach (Jennifer Bruen).- Chapter 4: English Monolingualism in Canada: A Critical Analysis of Language Ideologies (Andrea Sterzuk and Hyunjung Shin).- Chapter 5: Shifting Ideologies: The Seal of Biliteracy in the United States (Charlotte R. Hancock and Kristin J. Davin).- Chapter 6: Choosing Language Options at Secondary School in England: Insights from Parents and Students (Ursula Lanvers and Christopher Martin).- Chapter 7: Why Does Northern Ireland Have No Primary School Languages? A Review of the Interplay Between Languages and Politics in Northern Ireland (Ian Collen).- Chapter 8: Language Education in Australian Primary Schools: Policy, Practice, Perceptions (Shannon Mason and John Hajek).- Part 2: Challenges to Language Learning in Anglophone Countries: Observations from Higher Education.- Chapter 9: University Language Policy and Planning in the United Kingdom: Modern Foreign Languages Teaching and Learning (Anthony J. Liddicoat).- Chapter 10: LOTEs in US Universities: Benefits, Trends, Motivations, and Opportunities (Amy S. Thompson).- Chapter 11: Learning Japanese as a Foreign Language in New Zealand: Questioning the Basic Assumptions (Harumi Minagawa and Dallas Nesbitt).- Part 3: Ways Forward through Immersion, Lifelong Learning and CLIL.- Chapter 12: Study Abroad for Anglophones: Language Learning through Multilingual Practices (Rosamond Mitchell and Nicole Tracy-Ventura).- Chapter 13: Learn From the Experts: Collaborative Language Learning and Language Ideology Awareness (Mara R. Barbosa).- Chapter 14: Content and Language Integrated Learning in England: Missed Opportunities and Ways Forward (Kim Bower).- Chapter 15: Heritage Language Maintenance in New Zealand (Louisa Buckingham).- Part 4: Ways Forward Through Online and Virtual Activities.- Chapter 16: Online Language Learning in New Zealand's Primary Schools: Exploring the Impact of One Initiative (Constanza Tolosa, Martin East and Michael Barbour).- Chapter 17: Developing Multilingual Language Awareness through German-English Online Collaboration (Diana Feick and Petra Knorr).- Chapter 18: Best of Both Worlds? Developing Integrative Blended Learning for French, Italian and Spanish Beginners at Tertiary Level in Aotearoa/New Zealand (Deborah Walker-Morrison, Gabriella Brussino and Nicola Gilmour).- Chapter 19: How Do Virtual Interactions with French Speakers Affect the Motivation of Young Learners in a Scottish Primary Classroom? (James Innes and Alan Huang).- Part 5: Ways Forward through Plurilingual Approaches in the Language Classroom.- Chapter 20: A Plurilingual Approach to Revitalize L2Teaching and Learning: An Example from Ireland (David Little and Deirdre Kirwan).- Chapter 21: Using Critical Language Awareness to Disrupt Global English Hegemony in US Higher Education (Emma R. Britton).- Chapter 22: Thinking Beyond 'Languaging' in Translanguaging Pedagogies: Exploring Ways to Combat White Fragility in an Undergraduate Language Methodology Course (Rebekah R. Gordon, Heather L. Reichmuth, Lee Her and Peter I. De Costa).- Chapter 23: Preparing Monolingual Teachers of Multilingual Students: Strategies That Work (Qianqian Zhang-Wu).- Chapter 24: Resistance to Monolingualism: School Principles and Head of Languages' Voices on Factors That Promote and Deter Languages Education in Queensland, Australia (Adriana Diaz, Marisa Cordella and Fabiane Ramos Buckingham).- Chapter 25: Conclusion (Ursula Lanvers, Amy Thompson and Martin East).
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