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

By David Little, Constant Leung, Piet Van Avermaet

Range - social, cultural, linguistic and ethnic - poses a problem to all academic structures. a few professionals, colleges and lecturers glance upon it as an issue, a drawback to the success of nationwide academic objectives, whereas for others it bargains new possibilities. Successive PISA reviews have laid naked the relative loss of good fortune in addressing the desires of various institution populations and assisting teenagers boost the competences they should reach society. The publication 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 positive aspects the most recent study from 8 diverse nations, and may entice a person taken with the tutorial integration of immigrant teenagers and youngsters.

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This is somewhat surprising in view of the fact that ‘over the past 15 years, there has been an explosion of interest in identity and language learning, and “identity” now features in most encyclopedias and handbooks of language learning and teaching’ (Norton & Toohey, 2011: 413). g. as an ‘ESL student’). 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.

In no case have considerations related to teacher– student identity negotiation or patterns of societal power relations been explicitly integrated into causal or intervention frameworks despite the extensive research evidence attesting to the significance of these factors. By the same token, policy-makers have largely ignored research related to the L anguage and Ident it y in Mult ilingual School s 7 role of migrant students’ first language (L1) as both a cognitive tool and a reflection of student identity.

American Psychologist 52 (6), 613–629. US Commission on Civil Rights (1973) Teachers and Students: Differences in Teacher Interaction with Mexican-American and Anglo Students. Washington, DC: US Government Printing Office. United States v. State of Texas (1981) Civil action #5281 (Bilingual Education) Memorandum Opinion. 2 English as an Additional Language: Symbolic Policy and Local Practices Tracey Costley and Constant Leung England, along with many other contemporary societies, has long been characterised by ethnic and linguistic diversity.

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