|
|
|
|
| LEADER |
00000nam a22000005i 4500 |
| 001 |
978-981-16-3603-5 |
| 003 |
DE-He213 |
| 005 |
20240326134357.0 |
| 007 |
cr nn 008mamaa |
| 008 |
210822s2021 si | s |||| 0|eng d |
| 020 |
|
|
|a 9789811636035
|9 978-981-16-3603-5
|
| 024 |
7 |
|
|a 10.1007/978-981-16-3603-5
|2 doi
|
| 050 |
|
4 |
|a P51-59.4
|
| 072 |
|
7 |
|a CJ
|2 bicssc
|
| 072 |
|
7 |
|a EDU029080
|2 bisacsh
|
| 072 |
|
7 |
|a CJ
|2 thema
|
| 082 |
0 |
4 |
|a 418.0071
|2 23
|
| 245 |
1 |
0 |
|a Policy Development in TESOL and Multilingualism
|h [electronic resource] :
|b Past, Present and the Way Forward /
|c edited by Kashif Raza, Christine Coombe, Dudley Reynolds.
|
| 250 |
|
|
|a 1st ed. 2021.
|
| 264 |
|
1 |
|a Singapore :
|b Springer Nature Singapore :
|b Imprint: Springer,
|c 2021.
|
| 300 |
|
|
|a XV, 300 p. 19 illus., 10 illus. in color.
|b online resource.
|
| 336 |
|
|
|a text
|b txt
|2 rdacontent
|
| 337 |
|
|
|a computer
|b c
|2 rdamedia
|
| 338 |
|
|
|a online resource
|b cr
|2 rdacarrier
|
| 347 |
|
|
|a text file
|b PDF
|2 rda
|
| 505 |
0 |
|
|a Past, Present and Ways Forward: Towards Inclusive Policies for TESOL and Multilingualism -- Policy and Pedagogical Reform in Higher Education: Embracing Multilingualism -- Bilingual Education in Brazil -- Global ESOL Assessment Practices: The Washback Effect and Automated Testing in China -- The Discursive Constructions of TEFL: Key Themes in the National Policies and Curriculum Documents of Two Indonesian Universities and Their Possible Ecological Reconstructions -- English Language Teaching Development in the Midst of Morocco’s Continuing Language Policy Conundrum -- The Mythic and the Authentic Value of English in the African Classroom: A Policy Perspective -- Multilingualism Through English Dominated Bilingual Policy: Integration of International Students in Modern Singapore -- Enhancing Equity for English Learners Through the Seal of Biliteracy: Policy/Practice Pitfalls and Possibilities -- The Ideologies of English as Foreign Language (EFL) Educational Policies in Korea: The Case of Teacher Recruitment and Pre-Service Teacher Education -- Enacting a Multilingual Policy for Economic Growth: Exploiting the China-Pakistan Economic Corridor Project to Create Linguistic Harmony in Pakistan -- Marginalized Students and Linguistic Challenges at Intensive English Programs in Lebanon -- Humoristic Translanguaging in Intercultural Communication in Qatar: Merits, Limitations and its Potential Contribution to Policy Development -- TESOL’s Way Forward to Policy Development and Multilingualism in EMI -- Working Sideways for Change: Extending the Notion of Ideological and Implementational Space -- Translanguaging as a Key to Socially Just English Teaching in Finland -- English as a Mediator for Communication and Understanding: The Case of Israel and Palestine -- Building English Language Resources of Multilinguals -- From TESOL to TOLSE: Plurilingual Repertoires at the Heart of Language Learning and Teaching -- An Overview of Turkey’s Policy Development in TESOL and Multilingualism -- A Bourdieusian and Post-Colonial Perspective on Collaboration Between NESTs and NNESTs -- Dominant Language Constellations: Teaching and Learning Languages in a Multilingual World.
|
| 520 |
|
|
|a The book is of interest to scholars of multilingualism, language teachers, researchers, and administrators who are developing policies on teaching English and promoting multilingualism. Given its scope, this edited collection provides an overview of how multilingualism is transforming the practice of Teaching English to Speakers of Other Languages (TESOL) in diverse contexts around the world. It serves as a platform for discussions related to policy enactment where TESOL and multilingualism are viewed as collaborative endeavours and approaches the topic from three different angles. The first section of the book provides critical examinations of previous initiatives and accomplishments in the area of language policy development and implementation. The second section describes current projects and initiatives intended to expand and strengthen the field of TESOL while providing space for local and indigenous languages to develop. The third and last part of the book highlights policy development areas that need special consideration in order to develop a form of TESOL that builds on and contributes to multilingualism. .
|
| 650 |
|
0 |
|a Language and languages
|x Study and teaching.
|
| 650 |
|
0 |
|a Education and state.
|
| 650 |
|
0 |
|a Literacy.
|
| 650 |
1 |
4 |
|a Language Education.
|
| 650 |
2 |
4 |
|a Educational Policy and Politics.
|
| 650 |
2 |
4 |
|a Literacy.
|
| 700 |
1 |
|
|a Raza, Kashif.
|e editor.
|4 edt
|4 http://id.loc.gov/vocabulary/relators/edt
|
| 700 |
1 |
|
|a Coombe, Christine.
|e editor.
|4 edt
|4 http://id.loc.gov/vocabulary/relators/edt
|
| 700 |
1 |
|
|a Reynolds, Dudley.
|e editor.
|4 edt
|4 http://id.loc.gov/vocabulary/relators/edt
|
| 710 |
2 |
|
|a SpringerLink (Online service)
|
| 773 |
0 |
|
|t Springer Nature eBook
|
| 776 |
0 |
8 |
|i Printed edition:
|z 9789811636028
|
| 776 |
0 |
8 |
|i Printed edition:
|z 9789811636042
|
| 776 |
0 |
8 |
|i Printed edition:
|z 9789811636059
|
| 856 |
4 |
0 |
|u https://doi.org/10.1007/978-981-16-3603-5
|
| 912 |
|
|
|a ZDB-2-EDA
|
| 912 |
|
|
|a ZDB-2-SXED
|
| 950 |
|
|
|a Education (SpringerNature-41171)
|
| 950 |
|
|
|a Education (R0) (SpringerNature-43721)
|