English - A Changing Medium for Education / / ed. by Constant Leung, Brian V Street.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2013
• MitwirkendeR: Beale, Denise,; Dewey, Martin,; Horner, Bruce,; Leung, Constant,; Lin, Angel,; Lotherington, Heather,; Lu, Min-Zhan,; Prinsloo, Mastin,; Ronda, Natalia Sinitskaya,; Snyder, Ilana,; Street, Brian,
• HerausgeberIn: Leung, Constant,; Street, Brian V,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2012]; ©2012
• Year of Publication: 2012
• Language: English
• Series: New Perspectives on Language and Education
• Physical Description: 1 online resource (200 p.)
• Other title: Frontmatter --; Contents --; Contributors --; Preface --; 1. Introduction: English in the Curriculum – Norms and Practices --; 2. What Counts as English? --; 3. The Rise and Rise of English: The Politics of Bilingual Education in Australia’s Remote Indigenous Schools --; 4. (Re)Writing English: Putting English in Translation --; 5. Multilingual and Multimodal Resources in Genre-based Pedagogical Approaches to L2 English Content Classrooms --; 6. Multimodal Literacies and Assessment: Uncharted Challenges in the English Classroom --; 7. Beyond Labels and Categories in English Language Teaching: Critical Reflections on Popular Conceptualizations --; Concluding Remarks --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781847697721; 9783111024738; 9783110663136; 9783110606713
• DOI: 10.21832/9781847697721
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: ed. by Constant Leung, Brian V Street.

In this volume a range of authors from different international contexts argue that the notion of communicative competence in English, hitherto largely referenced to metropolitan native-speaker norms, has to be expanded to take account of diverse contexts of use for a variety of purposes. It also discusses the popular belief that language and literacy should simply be regarded as a technical 'skill' which confers universal benefits and that it should be replaced with a social practice view that recognises situated variations and diversity. This volume, we believe, provides a reference point for extended research and practice in these areas that will be of interest to wide range of people engaged in language and literacy education.