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Duisburger Arbeiten zur Sprach- und Kulturwissenschaft

Band 65:
Weideman, Albert / Smieja, Birgit (Hrsg.): Empowerment through Language and Education. Cases and Case Studies from North America, Europe, Africa and Japan. XII/179 S. - Frankfurt am Main / Berlin / Bern / Bruxelles / New York / Oxford / Wien: Lang, 2006.
ISBN: 3-631-55088-X

The last two decades have alerted applied linguists and their bureaucratic counterparts – those who make or advise government on language policy – to the issue of dealing with language problems in an accountable fashion. Why do these problems seem so intractable? How is it that these problems have not yet satisfactorily been solved? What is it that continues to drive the interest in this? To the scholars from many parts of the world who have been invited to discuss this anew in the proposed volume, it was evident that language planners, policy makers and language managers do not know just how much work there is for language teachers to do if all of the academically desirable arrangements or policies proposed are to be implemented successfully. Indeed, the challenge to implement these at times ambitious plans of language policy makers is normally much bigger than the policy makers estimate.

Inhaltsverzeichnis

Acknowledgements S. V
Weideman, Albert / Smieja, Birgit:
  Introduction. Language, Empowerment and Education: An Enduring Concern S. IX
Part I: Empowering Apporaches and Practices
Benson, Carol:
  Bilingual Programs as Educational Development: Access, Quality Empowerment and Equity S. 3
Siegel, Jeff:
  Empowering Speakers of Unstandardized Varieties: The Awareness Approach S. 21
Jäkel, Olaf:
  An Empowering Approach to Teaching Literature: Socratic Discourse Evaluation S. 41
Part II: Empowerment through Language at School: Cases and Case Studies from Primary and Secondary Education
Bilash, Olenka:
  The Rocky Road to Reversing Language Shift in a Cree Community in Canada S. 59
Brock-Utne, Birgit:
  Understanding What the Teacher Is Saying – Code-switching and Code-mixing in the Tanzanian Classroom S. 75
Part III: Higher Education: Cases and Case Studies
Sing, Christine Simone:
  Multilingualism as Empowerment?
Is English disempowering German Learners?
S. 93
Erling, Elizabeth J. / Hilgendorf, Suzanne K.:
  English in the German University: A Means of Disadvantage or Empowerment? S. 113
van der Walt, Christa:
  Motivation and Empowerment: Opposing Forces? S. 129
Weideman, Albert:
  Desing Considerations for Academic Literacy Courses: Meeting the Challenges of Higher Education S. 145
Ellis, Yvonne:
  The Reality of Authentic: Exploring the Use of Forms and Authentic Text in an EFL Context in Japan S. 165
 
Subject Index S. 177