English as a Second Language in the Mainstream : Teaching, Learning and Identity
Language: English
Published by Routledge, 2001
Series: Book 21 of 42 - Applied Linguistics and Language Study
- Softcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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Add to basketItem description from seller
nach der Bestellung gedruckt Neuware - Printed after ordering - English as a Second Language learners are now a considerable and increasing part of the mainstream of urban schools in English-speaking countries. Beyond the learning of English, this development raises broader questions of language as a medium of education in a multilingual, multicultural environment.Drawing on their experience as researchers and educators in Australia, Canada and England, the authors of English as a Second Language in the Mainstream present an up-to-date account of advances in theory and practice and argue for a more comprehensive vision.
Seller Inventory # 9780582234840
- Title
- English as a Second Language in the Mainstream : Teaching, Learning and Identity
- Author
- Constant Leung
- Publisher
- Routledge
- Publication year
- 2001
- Condition
- Neu
- Binding
- Taschenbuch
- Language
- English
- ISBN 10
- 0582234840
- ISBN 13
- 9780582234840
- Item weight
- 406 grams
- Dimensions
- 234x156x14 mm
- Series
- Book 21 of 42: Applied Linguistics and Language Study
English as a Second Language learners are now a considerable and increasing part of the mainstream of urban schools in English-speaking countries. Beyond the learning of English, this development raises broader questions of language as a medium of education in a multilingual, multicultural environment.
Drawing on their experience as researchers and educators in Australia, Canada and England, the authors of English as a Second Language in the Mainstream present an up-to-date account of advances in theory and practice. Their analysis of system-wide provision however, suggests that a truly responsive educational vision is lacking: government policy is inadequate, educational practices for ESL students are either underdeveloped or poorly coordinated with practices for other students, and the rhetoric of reform fails to engage significantly with issues of teaching and resources.
The authors argue towards a more comprehensive vision which can acknowledge the relation between issues concerning ESL students and issues concerning the educational system as a whole, which can coordinate reforms in ESL education with general reforms, which can explicitly and systematically integrate language learning and content learning, and which can build more positively on the multilingual and multicultural nature of modern education for all students.
"Synopsis" may belong to another edition of this title.
About the Author
Bernard A. Mohan is Professor in the Faculty of Education, University of British Columbia; Constant Leung is Senior Lecturer in the School of Education, King's College, London and Chris Davison is Associate Professor in English Language Education in the Faculty of Education, the University of Hong Kong.
"About the title" may belong to another edition of this title.
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