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- 1. Language – the sociolinguistic perspective
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- 1. Language – the sociolinguistic perspective : Monolingualism – Bilingualism – Multilingualism.
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- Sociolinguistic Perspectives on Bilingual Education.
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Sociolinguistic Perspectives on Bilingual Education - Google книги
Poplack, S. Potter, M. Rampton, B. Thematic issue of Journal of Sociolinguistics , 3 4 , — Saer, D. Schecter, S. Setati, M. Adler, J. Coulmas ed. Tajfel, H. Volterra, V.
Weinreich, U. Whitney, W. Zentella, A. Description This book is an anthology of articles on ethnic bilingualism and bilingual education from a primarily sociolinguistics perspective, i.
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Bilingual education is seen as the result of societal factors rather than the cause of certain behaviours in children. Bilingualism of an ethnic group within a nation state is seen to reinforce the boundaries between that group and the larger society, often undertaken to enable a group to resist assimilation. The book covers a number of topics. Some chapters deal with theoretical perspectives, one in particular with theoretical paradigms: the functional equilibrium paradigm and the conflict paradigm are posited and discussed from the viewpoint of problem formulation in bilingual education.
Other chapters are concerned with research methodology and the use of quantitative and qualitative data in terms of the relationship between theoretical paradigm and research methodology. Also considered are comparative studies in bilingual education in order to clarify the question of the generalisability of the research. In addition, a number of case studies are scrutinised in order to explore the theoretical issues considered. Two other topics are dealt with: the notion of biculturalism, and steps and procedures in language planning as it concerns bilingual education.
1. Language – the sociolinguistic perspective
Other books in this series. Add to basket. Challenging the Monolingual Mindset John Hajek. Can Threatened Languages be Saved? Language Planning Robert B. Attitudes and Languages Colin Baker. Linguistic Landscapes Peter Backhaus. Language-in-education Policies Anthony J. Multilingual Urban Scandinavia Pia Quist.
modernpsychtraining.com/cache/wifi/byvy-top-cellphone.php This study addresses what has been described as a rather ambitious project; ambitious because of its sheer scale and scope. Respondents were not only asked to rate themselves in terms of spoken and written L1 and L2 skills but also required to complete a brief creative writing exercise that tested their written bilingual skills. The respondents interviewed in this study, are all main stakeholders in the field of education in the Maltese Islands.
The respondents whose views are presented in this study are primary Grade V students, primary school parents, as well as 30 primary Grade V teachers themselves. Once the opinion of all of these stakeholders is gauged, it is hoped that this data would yield information which would be of use to education planners and policy-makers alike and contribute to current debate on the creation of a sound language policy which delineates specific guidelines that all primary educational institutions should abide by.
It is for this reason that this study is a mixed-methods study which is split into distinct phases: Phase I which yields a large-scale, quantitative study with Grade V primary students the penultimate year of primary schooling ; Phase II which consists of large-scale quantitative interviews with parents whose children are currently in Grade V, and Phase III which consists of in-depth qualitative interviews with Grade V primary school teachers.
- Research Perspectives on Bilingualism and Bilingual Education;
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