Managing Diversity in Education : : Languages, Policies, Pedagogies / / ed. by David Little, Constant Leung, Piet Van Avermaet.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2013
• MitwirkendeR: Auger, Nathalie,; Avermaet, Piet Van,; Blommaert, Jan,; Chonaill, Bríd Ní,; Costley, Tracey,; Cummins, Jim,; Faas, Daniel,; Fionda, Rachael,; Flores, Nelson,; García, Ofelia,; Grommes, Patrick,; Kearney, Fiona,; Kirwan, Déirdre,; Kostopoulou, Stergiani,; Leung, Constant,; Little, David,; Lyons, Zachary,; Sierens, Sven,; Taylor, Shelley K.,; Velghe, Fie,; Ćatibušic, Bronagh,
• HerausgeberIn: Leung, Constant,; Little, David,; Van Avermaet, Piet,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2013]; ©2013
• سنة النشر: 2013
• اللغة: English
• سلاسل: New Perspectives on Language and Education
• وصف مادي: 1 online resource (304 p.)

Diversity - social, cultural, linguistic and ethnic - poses a challenge to all educational systems. Some authorities, schools and teachers look upon it as a problem, an obstacle to the achievement of national educational goals, while for others it offers new opportunities. Successive PISA reports have laid bare the relative lack of success in addressing the needs of diverse school populations and helping children develop the competences they need to succeed in society. The book is divided into three parts that deal in turn with policy and its implications, pedagogical practice, and responses to the challenge of diversity that go beyond the language of schooling. This volume features the latest research from eight different countries, and will appeal to anyone involved in the educational integration of immigrant children and adolescents.

Table of Contents

Frontmatter -- Contents -- Contributors -- Introduction -- Part 1 -- 1. Language and Identity in Multilingual Schools: Constructing Evidence-based Instructional Policies -- 2. English as an Additional Language: Symbolic Policy and Local Practices -- 3. Germany after the ‘PISA Shock’: Revisiting National, European and Multicultural Values in Curriculum and Policy Discourses -- 4. Teaching English to Immigrant Students in Irish Post-primary Schools -- 5. Inclusion or Invasion? How Irish Post-primary Teachers View Newcomer Students in the Mainstream Classroom -- 6. The Linguistic Challenges of Immigration: The Irish Higher Education Sector’s Response -- Part 2 -- 7. Investigating the Development of Immigrant Pupils’ English L2 Oral Skills in Irish Primary Schools -- 8. Investigating the Linguistic Skills of Migrant Students in the German Vocational Education System -- 9. A Corpus-based Analysis of the Lexical Demands that Irish Post-primary Subject Textbooks Make on Immigrant Students -- 10. Assessing the Impact of English Language Support Programme Materials on Post-primary Language Support and Mainstream Subject Classrooms in Ireland -- Part 3 -- 11. From English Language Support to Plurilingual Awareness -- 12. Language Diversity in Education: Evolving from Multilingual Education to Functional Multilingual Learning -- 13. Exploring the Use of Migrant Languages to Support Learning in Mainstream Classrooms in France -- 14. Linguistic Third Spaces in Education: Teachers’ Translanguaging across the Bilingual Continuum -- 15. From ‘Monolingual’ Multilingual Classrooms to ‘Multilingual’ Multilingual Classrooms: Managing Cultural and Linguistic Diversity in the Nepali Educational System -- 16. The Ecology of Mobile Phone Use in Wesbank, South Africa -- Author Index -- Subject Index