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Teachers as Agents of Transformative Pedagogy: Critical Reflexivity, Activism and Multilingual Spaces through a Continua of Biliteracy Lens
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Manan, Syed Abdul – Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 2020
Language policies and school practices in Pakistan continually perpetuate gaps between the traditionally less versus the traditionally more privileged languages. About 95% of students receive their primary and post-primary education in languages other than their L1. Drawing on the continua of biliteracy framework (Hornberger. 2003. "Continua…
Descriptors: Change Agents, Multilingualism, Language Planning, Native Language
Who Is the Authority? The Study of Language Registers and Ideologies in Two Mother Tongue Classes in Copenhagen
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Ghandchi, Narges – Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 2018
This article investigates encounters between the two overall language resources -- standard vs. non-standard and regional varieties -- in two linguistic minority communities in Denmark. Concentrating on Turkish and Farsi mother tongue classes, the study departs from two interviews with the parents of mother tongue students. Additional ethnographic…
Descriptors: Turkish, Indo European Languages, Language Minorities, Native Language Instruction
Transnational Experiences, Language Competences and Worldviews: Contrasting Language Policies in Two Recently Migrated Greek Families in Luxembourg
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Kirsch, Claudine; Gogonas, Nikolaos – Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 2018
Against the backdrop of the ongoing crisis-led migration from Southern to Northwestern Europe, the present paper reports on a case study of two families who have recently migrated from Greece to Luxembourg. Luxembourg has a trilingual education system and many pupils of migrant background face difficulties on this account. Drawing on the framework…
Descriptors: Language Planning, Immigrants, Language Usage, Family Environment