ISBN:
9789462092662
Language:
English
Pages:
Online-Ressource (X, 202 p, online resource)
Series Statement:
The Future of Education Research
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Erscheint auch als Multilingualism and Multimodality: Current Challenges for Educational Studies
Parallel Title:
Erscheint auch als Multilingualism and multimodality
Keywords:
Multicultural education
;
Multilingual education
;
Education
;
Education
;
Konferenzschrift
;
Bildung
;
Multimodalität
Abstract:
Preliminary Material /Ingrid de Saint-Georges and Jean-Jacques Weber -- Multilingualism, Multimodality and the Future of Education Research /Ingrid de Saint-Georges -- Superdiverse Repertoires and the Individual /Jan Blommaert and Ad Backus -- From Multilingual Practices to Social Processes /Luisa Martín Rojo -- Language, Superdiversity and Education /Adrian Blackledge , Angela Creese and Jaspreet Kaur Takhi -- Multilingualism in EU Institutions /Ruth Wodak -- Multilingual Universities and the Monolingual Mindset /Jean-Jacques Weber and Kristine Horner -- Recognizing Learning /Gunther Kress -- Multimodality and Digital Technologies in the Classroom /Carey Jewitt -- Power, Miscommunication and Cultural Diversity /Laurent Filliettaz , Stefano Losa and Barbara Duc -- Geographies of Discourse /Ron Scollon -- Index /Ingrid de Saint-Georges and Jean-Jacques Weber.
Abstract:
In the social sciences and humanities, researchers often qualify the period in which we are living as ‘late-modern’, ‘post-modern’ or ‘superdiverse’. These terms seek to capture changing conditions and priorities brought about by a new social order. This social order is characterized, among other traits, by an increased visibility of social, cultural and linguistic diversity, arising out of unprecedented migration and mobility patterns. It is also associated with the development of information and communication technologies, which in the digital era transform communication patterns, identities, relationships and possibilities for action. For education, these late-modern conditions create numerous interesting challenges, given that they are of course reflected in the classroom and other sites of learning. Conditions of ‘superdiversity’ mean that, in educational institutions, varied practices, linguistic repertoires, and symbolic resources come into contact, posing questions about how institutions and actors choose to deal with this diversity. Likewise, digital technologies with their possibilities for assembling and using multimodal texts in new ways transform the learning experience, redefining what counts as teaching, learning, knowledge, or assessment. By providing careful analyses of policies and interactions in superdiverse, technologically complex, educational contexts, the authors of this volume contribute something important: they give a shape—a semiotic form—to some of the issues raised by transnational migration, sociocultural diversity, and digital complexity. They construct a framework for reflecting about the new social order and its impact on education. They also reveal the kinds of new questions and new terrains that can and must be explored by linguistic research if it wants to stay relevant for education in these times of change
Description / Table of Contents:
Multilingualism and Multimodality: Current Challenges for Educational Studies; TABLE OF CONTENTS; THE FUTURE OF EDUCATION RESEARCH: Introduction to the series of three volumes; PREFACE; MULTILINGUALISM, MULTIMODALITY AND THEFUTURE OF EDUCATION RESEARCH; EDUCATION IN TIMES OF CHANGE; MULTILINGUALISM AND MULTIMODALITY: DIVERSE READINGS; Overview of the Chapters; Key Themes; THE FUTURE OF EDUCATION RESEARCH; NOTE; REFERENCES; I. MULTILINGUALISM:CONCEPTS, PRACTICES AND POLICIES; SUPERDIVERSE REPERTOIRES ANDTHE INDIVIDUAL; INTRODUCTION; SUPERDIVERSITY; LANGUAGE LEARNING TRAJECTORIES
Description / Table of Contents:
The Biographic Dimension of RepertoiresLearning by Degree; KNOWLEDGE OF LANGUAGE(S); Thirty-Eight Languages; Competence Detailed; Repertoires as Indexical Biographies; LATE-MODERN REPERTOIRES AND SUBJECTS; NOTES; REFERENCES; FROM MULTILINGUAL PRACTICES TO SOCIALPROCESSES: The Understanding of Linguistic 'Respect' in Contact Zones; A SOCIOLINGUISTIC ETHNOGRAPHY IN A MADRID SECONDARY SCHOOL; RESEARCH QUESTIONS; Excerpt 1; Excerpt 2; NEGOTIATION: THE MONOLINGUAL NORM AND MUTUAL 'RESPECT'; Excerpt 3; CONCLUSIONS; NOTES; REFERENCES; LANGUAGE, SUPERDIVERSITY AND EDUCATION; SUPERDIVERSITY
Description / Table of Contents:
MULTILINGUALISMHETEROGLOSSIA; METHODS; HETEROGLOSSIA IN THE LANGUAGE CLASSROOM; DISCUSSION; NOTES; REFERENCES; MULTILINGUALISM IN EU INSTITUTIONS: Between Policy Making and Implementation; INTEGRATING CRITICAL SOCIOLINGUISTICS AND CRITICALDISCOURSE STUDIES; Defining Critique and Critical; Multilingualism and the EU's Lisbon Strategy; ANALYTICAL FRAMEWORK: CSL AND DHA; Theoretical Background and Key Concepts; Research Methodology and Research Foci; LANGUAGE IDEOLOGIES AND EVERYDAY PRACTICES; Ethnography of the EU Institutions; 'Performing Multilingualism'
Description / Table of Contents:
Ideas/Ideologies about MultilingualismSOME FUTURE PERSPECTIVES; NOTES; REFERENCES; MULTILINGUAL UNIVERSITIES ANDTHE MONOLINGUAL MINDSET; INTRODUCTION; MONOLINGUAL VERSUS MULTILINGUAL MINDSET; What is a Language?; What is Multilingualism?; THE MONOLINGUAL MINDSET AND NATIONAL NARRATIVES OF SURVIVAL; CASE STUDY OF TWO MULTILINGUAL UNIVERSITIES; How the Universities of Helsinki and Luxembourg Fit intothe Discourses of Survival; How Both Universities are Caught Up in Language Ideological Debates; CONCLUSION: THE MONOLINGUAL HABITUS OF MULTILINGUAL UNIVERSITIES; NOTES; REFERENCES
Description / Table of Contents:
II. MULTIMODALITY:CONCEPTS, PRACTICES AND CONSEQUENCESRECOGNIZING LEARNING: A Perspective from a Social Semiotic Theory of Multimodality; EDUCATION IN A PERIOD OF SOCIAL TRANSITION: FROM 'STATE'TO THE NEO-LIBERAL MARKET; 'SIGNS OF LEARNING': AGENCY, PRINCIPLES, RESOURCES; RECOGNITION: AGENCY AND MULTIMODALITY; RECOGNITION THROUGH A SOCIAL SEMIOTIC THEORY OF MULTIMODALITY; EMBODIED KNOWING: THE NOTIONS OF IMPLICITNESS AND EXPLICITNESS; EDUCATION AS A FULLY MARKETIZED COMMODITY; NOTE; REFERENCES; MULTIMODALITY AND DIGITAL TECHNOLOGIES INTHE CLASSROOM; INTRODUCTION; A MULTIMODAL PERSPECTIVE
Description / Table of Contents:
TECHNOLOGY IN THE ENGLISH CLASSROOM
Note:
"The contributions presented in this volume derive from the second lecture series - in a set four - dedicated to the interdisciplinary investigation of the 'Future of Education Research'. This second series took place between September 2011 and January 2012 at the Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE), University of Luxembourg." - Seite ix
,
Literaturangaben
DOI:
10.1007/978-94-6209-266-2
URL:
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