Paperback: ISBN: 3895868337 Pages: 136 Price: Europe EURO 48
Abstract:
This ethnography of language and education considers the ethics of pedagogy
for linguistically and culturally diverse students. It does so by drawing
on the existentialist ethics of the philosopher Emmanuel Levinas. Following
the Levinasian connection between ethics and language, the study explores
the ethical challenges and possibilities confronting teachers of junior
school students (ages 6-10) who speak languages in addition to or other
than the dominant language which, in this study's Canadian context, is English.
In particular, the study looks at images of self and other as they manifest
themselves in pedagogical practices, and it elaborates relations of
responsibility between teachers and students. The data include in-depth
interviews with and extended observations of teachers in their
publicly-funded, mainstream Anglophone school in Mississauga, Canada. The
findings suggest that teachers with flexible linguistic identities are more
amenable to pedagogical practices supportive of linguistic diversity during
the regular school day while teachers with less equivocal linguistic
identities are more sympathetic to a monolingual mandate.
CHAPTER ONE.
PROBLEMATIC: ETHICAL PRACTICE IN LINGUISTICALLY DIVERSE CLASSROOMS
CHAPTER TWO.
PEDAGOGICAL RESPONSIBILITY AS ETHICAL ENGENDERMENT: EMMANUEL LEVINAS
CHAPTER THREE.
AN EMPIRICAL INQUIRY INTO IMAGES OF SELF AND OTHER IN LINGUISTICALLY DIVERSE
CLASSROOMS
CHAPTER FOUR.
TEACHING LINGUISTICALLY DIVERSE STUDENTS: IMAGES OF SELF AND OTHER IN LANGUAGE
CHAPTER FIVE.
TEACHING LINGUISTICALLY DIVERSE STUDENTS: IMAGES OF SELF AND OTHER IN PEDAGOGY
CHAPTER SIX.
THE INTERPLAY OF SELF AND OTHER
Works Cited
Notes
Linguistic Field(s): Applied Linguistics
Philosophy of Language
Psycholinguistics
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