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Phonetic education is presented in this contribution as a pedagogical approach and didactic method for teaching and acquiring phonetic-phonological competence in the foreign language classroom at school. To develop such competence, we should overcome the school practice that still today does not seem to deviate from the listen-and-repeat method: the teaching of articulatory phonetics is proposed as a method and tool for learning based on self-consciousness. By discovering the sound dimension of language, and the bodily reality through which it is realised, the student undergoes an educational experience based on perception. The formative value of a phonetic education is framed in the perspective of body pedagogy, in line with an inclusive and democratic approach to language education. ; Phonetic education is presented in this contribution as a pedagogical approach and didactic method for teaching and acquiring phonetic-phonological competence in the foreign language classroom at school. To develop such competence, we should overcome the school practice that still today does not seem to deviate from the listen-and-repeat method: the teaching of articulatory phonetics is proposed as a method and tool for learning based on self-consciousness. By discovering the sound dimension of language, and the bodily reality through which it is realised, the student undergoes an educational experience based on perception. The formative value of a phonetic education is framed in the perspective of body pedagogy, in line with an inclusive and democratic approach to language education.

Amy Gutmann's Democratic Education might equally well be entitled Republican Education, for its central theme is how to produce true republican citizens-citizens who possess both the ability and the motivation to participate in their deliberative political communities. That such a republican education must take place in a democratic context, however, imposes limits on how educational decisions are made and on what may be taught. Gutmann carefully explores both. The resulting "democratic theory of education" she proposes and examines is a small masterpiece of political theory with implications far beyond the educational context.

Who should have the authority to shape the education of citizens in a democracy? This is the central question posed by Amy Gutmann in the first book-length study of the democratic theory of education. The author tackles a wide range of issues, from the democratic case against book banning to the role of teachers' unions in education, as well as the vexed questions of public support for private schools and affirmative action in college admissions.

Democratic education inspires the learning process with democratic values of the society, like meaningful participation, personal initiative, and equality and justice for all. It sees young people as active recipients of knowledge and active co-creators of their own learning. They are not the products of an education system, but rather valued participants in a vibrant learning community. Democratic education begins with the premise that everyone is unique, so each of us learns in a different way. By supporting the individual development of each young person within a caring community, democratic education helps young people learn about themselves, engage with the world around them, and become positive and contributing members of society. Guided by this vision, democratic education can take various forms, each shaped by the by teachers, young people, school programs and communities. Schools implementing democratic education by involving practices like self-directed learning, shared decision-making, individualized project-based work, and student-chosen internships in the community. This includes schools that use the label "democratic schools"and others that practice these values and use other terms. Teachers creatively involve students working within the conventional structure of the school, but still need to provide students' opportunity to have a choice in their learning. These teachers go beyond conventional building program to build more relevant and engaging experience that is associated with the lives of young people. (Bennis)

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

Abstract
This article offers a conception of democratic education and an account of how that conception should inform our understanding of formal education for public schools. The goals of a democratic education are best secured by participating in self-government, as advocates of participatory democracy have always claimed. Broadly stated, those goals include encouraging and equipping individuals to become committed, self-governing, democratic citizens. More specifically, individuals gain through democratic participation political information and knowledge and, arguably, the skills, virtues, and normative commitments of democratic citizens. This conception of democratic education suggests in turn the desirability of what is here termed the democratic community school, in which students participate in the governance and pedagogy of their schools, the school and the local community it most directly serves become in various ways integrated, and the curriculum is politicized so as to advance democratic values and aspirations. The article concludes by identifying some of the key difficulties and obstacles that make the democratic school so difficult to achieve but also provides reasons for believing that working toward the utopian ideal of democratic schools is practically as well as normatively worthwhile.

People in many African communities live within a series of concentric circles when it comes to language. In a small group, a speaker uses an often unwritten and endangered mother tongue that is rarely used in school. A national indigenous language-written, widespread, sometimes used in school-surrounds it. An international language like French or English, a vestige of colonialism, carries prestige, is used in higher education, and promises mobility-and yet it will not be well known by its users. The essays in Languages in Africa explore the layers of African multilingualism as they affect lang

This action research uses grounded theory and constant comparative analysis of electronic portfolios to explore how prospective secondary social studies teachers connect theories and practices of democratic education to give meaning to the complexity of learning how to teach in more democratic ways. I use contrasting case studies to focus on the relative value of theoretical/experiential ways of knowing. I conclude that students need to move more fluidly between theoretical and experiential or narrative thinking to galvanize their wills to teach more democratically. Because teaching democratically implies that teachers have a democratic world view, documenting how one learns to become a teacher cannot be adequately accomplished with only lesson plans, unit plans, or K-12 student work. Instead, those who wish to construct identities as democratic educators need to articulate their struggles through theoretically positioned stories about day-to-day classroom interactions in which they acknowledge the central role of beliefs, values, and epistemic orientations.

This essay shall analyze the idea of the possibility of education to freedom through democratic institutions and the role of the constitution in this process. The question shall not be considered from an empirical perspective, but from a theoretical perspective. In the first part democratic institutions will be defined in such a way, that it is possible to speak of democratic habit as a necessary component of democracy. The second part shall introduce a concept of State constitution that takes seriously the hope that such a constitution could be the major tool for the education to freedom of citizens. Finally, this paper shall try to make sense of the very idea of democratic participation as education to freedom: firstly by identifying the conditions in which the latter is possible, and secondly by offering a certain definition of freedom. In this context, freedom shall be defined as political autonomy and deliberative power, taking distance both from the traditional liberal definition of freedom and from the traditional republican one, while accepting partially what is something referred to as the (radical) democratic definition of freedom. However, the impact of the latter will be limited by referring to what we may call the constitutionalist tradition. ; O presente ensaio tenta analisar a idéia da possibilidade de uma educação à liberdade por meio de instituições democráticas e o papel da constituição neste processo. A questão não será considerada de uma perspectiva empírica, antes de uma teórica. Na primeira parte as instituições democráticas serão definidas de maneira que seja possível falar dum hábito democrático como de um componente necessária da democracia. A segunda parte introduzirá um conceito de constituição estatal que leve a sério a esperança de que ela possa ser um importante instrumento para a educação dos cidadãos à liberdade. Finalmente, o ensaio tentará dar um sentido à idéia de participação democrática como educação à liberdade: primeiramente, ao identificar as condições nas quais esta seria ...