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multilingual-matters.com>MULTICULTURAL CHILDREN IN THE EARLY YEARS Creative Teaching, Meaningful Learning Peter Woods, Mari Boyle and Nick Hubbard (The Open University) KEY FEATURES - A valuable contribution to the pedagogy literature - "Suggestions" section at the end of each chapter provides a poweful resource and makes the research come alive - Integrates current debates in UK primary education with multiculturalism and multilingualism DESCRIPTION The authors explore the experiences of a group of young multicultural, bilingual children and their parents through the beginning of the early years of their school careers. They examine the attempts of teachers to teach creatively within the constraints of a prescribed curriculum, and the meanings the children attached to their learning. CONTENTS Introduction 1. Teachers' Perspectives 2. Teaching the National Curriculum 3. Creative Teaching 4. The Educational Significance of Stories 5. Bilingual Children in Transition 6. Opportunities for Learning 7. Children's Identities 8. The Parents' Perspectives AUTHOR INFORMATION Peter Woods is Professor of Education at the Open University. He is the author of numerous books and articles on education and research methods. He is the Director of the research project on which this book is based. Mari Boyle has been a Research Fellow at the Open University and is currently working towards her doctorate. She has taught in a primary school and has published in the area of teachers' and pupils' work in lower schools. Nick Hubbard is a former primary school headteacher. He is a school governor and school consultant. Bilingual Education and Bilingualism No. 16 (BE16) February 1999 226 pp Hbk ISBN 1-85359-435-0 pounds 49.95 (USD85.00/CAND99.00) Pbk ISBN 1-85359-434-2 pounds 15.95 (USD26.95/CAND29.95) Again, if you are interested in this book, you may also be interested in the following book from our backlist: WORKING WITH BILINGUAL CHILDREN Good Practice in the Primary Classroom Edited by Mahendra K. Verma, Karen P. Corrigan & Sally Firth (University of York) Ordering information Please email us with any queries on multiMail to author|Respond to list|Read more issues|LINGUIST home page|Top of issue
multilingual-matters.com>LANGUAGE TEACHERS, POLITICS AND CULTURES Michael Byram (University of Durham) & Karen Risager (Roskilde University) KEY FEATURES Book investigates how geo-political changes are influencing language teaching in general and the cultural dimension in particular Also discusses the pedagogical opportunities such changes offer teachers and their learners DESCRIPTION Foreign language teaching is social interaction, subject to the influences and forces of the societies in which it takes place. Geo- political changes have an effect on language teachers in their beliefs about their work and in the everyday methods they use in their classrooms. This book, based on empirical research in Denmark and England, is an exploration of the effects of major contemporary changes as they are perceived and understood by language teachers. CONTENTS Introduction 1. European Integration and the European Dimension: Teachers' Views 2. European Integration: Political and Educational Trends 3. The Cultural Dimension in Foreign Language Education 4. Teachers' Views on the Cultural Dimension 5. Stereotypes and Prejudices 6. Learning by Experience: Contacts Abroad 7. New Relationships between Language and Culture - the Way Forward AUTHOR INFORMATION Michael Byram is Professor of Education at the University of Durham. He is interested in relationship of language learning and cultural learning in foreign language courses and has published several books on the subject including Investigating Cultural Studies in Foreign Language Teaching ( 1991), Teaching and Learning - Language and Culture (1994) and Teaching and Assessing Intercultural Communicative Competence (1997). Karen Risager is Associate Professor in language teaching at the Department of Languages & Culture, Roskilde University, Denmark. She has written extensively on the cultural dimension of foreign and second language teaching and learning, including the development of the concepts of culture and society in language and cultural pedagogy, language teaching and world studies, internationalisation of schools and language subjects, critical textbook analysis, language studies and project work, and the role of language teaching and learning concerning multilingual and multicultural awareness. She is currently working on a theoretical project on language, culture and globalisation. March 1999 Format:210x148mm 216 pp Hbk ISBN 1-85359-441-5 POUNDS24.95 USD39.95 CANDOLLARS49.95 You may also be interested in Michael Byram's last book with us " Teaching and Assessing Intercultural Communicative Competence", Hbk 1-85359-378-8 POUNDS 35 USD 69, Pbk 1-85359-377-X POUNDS 12.95, USD24.95 Ordering information Please email us with any queries on multiMail to author|Respond to list|Read more issues|LINGUIST home page|Top of issue
multilingual-matters.com>INDIGENOUS COMMUNITY-BASED EDUCATION Edited by Stephen May (University of Bristol) Key Features: Highlights, promotes and extends the understanding of indigenous community-based education Draws from world-wide examples Contributors include both academics and practitioners Description: This edited collection provides examples of indigenous community-based initiatives from around the world. Examples include programmes among Maori in Aotearoa/New Zealand, Smi in Norway, Aboriginal People in Australia, Innu in Canada, and Native Americans in the mainland US, Hawai'i, Canada and South America. Contributors include indigenous educational practitioners, and indigenous and non-indigenous academics long associated with the study of indigenous education. Contents: Introduction - Stephen May (University of Bristol) 1. Community-Based Education for Indigenous Cultures - David Corson (OISE, Toronto) 2. Indigenous Education and the Ecology of Community - Mark Fettes (OISE, Toronto) 3. Language and Education Rights for Indigenous Peoples - Stephen May 4. Emancipatory Maori Education: Speaking from the Heart - Arohia Durie (Massey University) 5. Community-Based Indigenous Language Education in the USA - Teresa L. McCarty and Lucille J. Watahomigie (University of Arizona) 6. The Socio-Political Context of Establishing Hawaiian-Medium Education - William H. Wilson (University of Hawaii) 7. Towards a New Age in Innu Education: Innu Resistance and Community Activism - James Ryan (OISE, Toronto) 8. Minorities within a Minority: Language and the School in the Smi Areas of Norway - Jon Todal (Smi Allaskuvla) 9. Miscommunication between Aboriginal Students and their Non-Aboriginal Teachers in a Bilingual School - Anne Lowell and Brian Devlin (Northern Territory University) 10. Authenticity and Unification in Quechua Language Planning - Nancy Hornberger (University of Pennsylvania) and Kendall King (New York University) Author Information: Stephen May is a Lecturer in the Sociology Department, University of Bristol, UK. He has written widely on issues to do with language, education and minority rights. His major publications include Making Multicultural Education Work (Multilingual Matters, 1994), Critical Multiculturalism (Falmer Press, 1999) and Language, Education and Minority Rights (Longman, forthcoming). May 1999 Format 248x168 182pp Hbk ISBN 1-85359-450-4 pounds 29.95 USD 49.95 CANdollars59.95 Ordering information: Please email us with any queries on multiMail to author|Respond to list|Read more issues|LINGUIST home page|Top of issue
multilingual-matters.com>RACE AND ETHNICITY IN MULTIETHNIC SCHOOLS A Critical Case Study James Ryan (The Ontario Institute for Studies in Education) DESCRIPTION This book explores the representation of race/ethnicity in a multiethnic school. Employing a critical case study approach, it appeals to the wider social context to explain the unequal struggle over the meaning of race and ethnicity in the school. In doing so it examines how stereotyping, curriculum, identity and language practices provide advantages for some and penalize others. The book also provides suggestions for how educators might find ways to introduce discourses that make it possible for traditionally marginalized students and members of the community to have their voices heard and to shape meanings that work in their interests. CONTENTS 1. Representing Race and Ethnicity in a Multiethnic School 2. Education, Diversity and Representation 3. Representation, Meaning and Discourse 4. Difference, Race and Racism 5. Stereotypical Representations 6. Representations of Race/Ethnicity in Curriculum Resources 7. Representing Oneself: Student Communication and Student Identity 8. Valuing Languages 9. Struggling for Discursive Equality: Contesting Discourses and Finding Voices AUTHOR INFORMATION James Ryan is an Associate Professor in the Department of Theory and Policy Studies at the Ontario Institute for Studies in Education of the University of Toronto where he is associated with the Centre for Leadership Studies. With Andy Hargreaves and Lorna Earl, he has written Schooling for Change: Reinventing Education for Early Adolescents. The Language and Education Library No. 15 (LE 15) May 1999 Format: 210x148mm 218 pp Hbk ISBN 1-85359-447-4 pounds 45.00 USD79.00 CANdollars89.00 Pbk ISBN 1-85359-446-6 pounds 14.95 USD24.95 CANdollars29.95 Ordering information Please email us with any queries on multiMail to author|Respond to list|Read more issues|LINGUIST home page|Top of issue
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