Honoring Richard Ruiz and his work on language planning and bilingual education
In: Bilingual education & bilingualism 105
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In: Bilingual education & bilingualism 105
In: Contributions to the Sociology of Language [CSL]
In: Contributions to the Sociology of Language [CSL] Ser v.75
Intro -- Introduction -- Indigenous Literacies In The Americas -- North America -- Teaching And Preserving Yup'Ik Traditional Literacy -- Ciulistet And The Curriculum Of The Possible -- Reclaiming Navajo: Language Renewal In An American Indian Community School -- Literacy For What? Hualapai Literacy And Language Maintenance -- Language Revitalization Efforts In The Pueblo De Cochiti: Becoming "Literate" In An Oral Society -- Meso America -- Language Preservation And Publishing -- Experiences In The Development Of A Writing System For Ñuu Savi -- Saving And Strengthening Indigenous Mexican Languages: The Celiac Experience -- Mayan Language Literacy In Guatemala: A Socio-Historical Overview -- South America -- Quechua Literacy And Empowerment In Peru -- Literacy And Modernization Among The Quechua Speaking Population Of Peru -- An Experience Of Indigenous Literacy In Peru -- Indigenous Politics And Native Language Literacies: Recent Shifts In Bilingual Education Policy And Practice In Ecuador -- Attitudes Of Teachers, Children And Parents Towards Bilingual Intercultural Education -- Bringing The Language Forward: School-Based Initiatives For Quechua Language Revitalization In Ecuador And Bolivia -- To Guaranize: A Verb Actively Conjugated By The Bolivian Guaranis -- Conclusion -- Language Planning From The Bottom Up -- Afterword -- Local Literacies And Vernacular Literacies: Implications For National Literacy Policy -- Index.
In: Palgrave studies in minority languages and communities
Introduction: can schools save indigenous languages? Policy and practice on four continents / Nancy H. Hornberger -- 'Out on the fells, I feel like a Sámi': is there linguistic and cultural equality in the Sámi school? / Vuokko Hirvonen -- Top-down and bottom-up: counterpoised visions of bilingual intercultural education in Latin America / Luis Enrique López -- Māori-medium education: current issues and challenges / Stephen May and Richard Hill -- Learning with differences: strengthening Hñähñö and bilingual teaching in an elementary school in Mexico City / Nicanor Rebolledo Recendiz -- Revitalization through indigenous education: a forlorn hope? / Leena Huss -- Commentary from an African and international perspective / Nkonko M. Kamwangamalu -- Riding the tiger / Bernard Spolsky -- Schools as strategic tools for indigenous language revitalization: lessons from Native America / Teresa L. McCarty
In: Bilingual education and bilingualism 41
In: International journal of the sociology of language: IJSL, Band 2017, Heft 243
ISSN: 1613-3668
AbstractIn personal tribute to Joshua A. Fishman, I tell a few stories about this remarkable scholar as I got to know him – a glimpse of the person behind the great ideas that have so powerfully shaped our thinking. My many vivid memories of things Fishman said or wrote in my personal encounters with him – often pithy one-liners – are testimony to the power of his mind and voice, his spirit and soul. From my first year of Ph.D. study when I took his course
In: International journal of the sociology of language: IJSL, Band 2013, Heft 219
ISSN: 1613-3668
In: International journal of the sociology of language: IJSL, Band 2002, Heft 155-156
ISSN: 1613-3668
In: International journal of the sociology of language: IJSL, Band 127, Heft 1
ISSN: 1613-3668
In: International journal of the sociology of language: IJSL, Band 119, Heft 1
ISSN: 1613-3668
In: Education and urban society, Band 24, Heft 2, S. 196-211
ISSN: 1552-3535
In: The annals of the American Academy of Political and Social Science, Band 508, Heft 1, S. 12-26
ISSN: 1552-3349
Public debate about English-only invariably includes reference to bilingual education; furthermore, both are recognized to be language-policy issues. Yet there has been no systematic treatment of English-only placing it within a language-planning framework that also includes bilingual education. This article attempts to do so, examining English-only in the context of corpus and status language-planning types; restrictive and expansive goals; aims, implementation, and evaluation processes; and language-as-problem, language-as-right, and language-as-resource orientations. It argues that a complete consideration of this language-policy issue needs to include both bilingual-education legislation and the widespread concern for English usage; that English-only goals need to be contrasted with other language-planning goals; and that both the underlying orientations and the future implementation of English-only policies properly belong in the arena of debate.
In: The annals of the American Academy of Political and Social Science, Band 508 (March, S. 12
ISSN: 0002-7162
In: International journal of the sociology of language: IJSL, Band 1989, Heft 77, S. 35-54
ISSN: 1613-3668
In: International journal of the sociology of language: IJSL, Band 1989, Heft 77, S. 5-10
ISSN: 1613-3668
In: New perspectives on language and education 18
Suitable for language educators, this title provides an overview of sociolinguistics, showing changes in the global situation and the evolution of the field and its relevance to language education around the world. It covers such topics as nationalism and popular culture, style and identity, creole languages, and critical language awareness