This volume promotes a thought-provoking discussion on contemporary issues surrounding the teaching of language and literacy based on first hand experiences and research. Drawing on the authors’ exper
This book looks closely at Yi bilingual education practice in the southwest of China from an educationalist’s perspective and, in doing so, provides an insight toward our understanding of minority lan
This volume offers empirically grounded perspectives on translanguaging as a locally situated, interactional accomplishment of practical action, and its significance within different domains of social
This book covers research topics in bilingual education, language policies, language contact, identity of bilingual speakers, early bilingualism, heritage languages, and more, and provides an overview
This volume draws together the viewpoints and research findings of leading scholars and informed local practitioner-researchers throughout Asia-Pacific about the issues and challenges of English as a
This volume provides an up-to-date collection of key aspects related to current preschool bilingual education research from a socio-linguistic perspective. The focus is on preschool bilingual educatio
This volume presents in-depth studies on leading themes in education policy and intercultural communication in contemporary Asia, covering empirical as well as theoretical approaches, and offering bot
This volume critically examines the phenomenon of “English fever” in South Korea from both micro- and macro-perspectives. Drawing on original research and rich illustrative examples, the book investig
This volume offers a new perspective on sociolinguistics in Africa. Eschewing the traditional approach which looks at the interaction between European and African languages in the wake of colonialism,
This volume offers a timely collection of original research papers on the various features and issues surrounding Chinese English, one of the varieties in World Englishes with a large and increasing n
This volume draws together the viewpoints and research findings of leading scholars and informed local practitioner-researchers throughout Asia-Pacific about the issues and challenges of English as a
This volume gives an up-to-date account of the language situation and social context in multilingual Hong Kong. After an in-depth, interpretive analysis of various language contact phenomena, it shows
This book introduces an ethnographic case study of two English majors of ethnic minority at YUN, a local university of nationalities in southwest China. Drawing on the theories of post-structuralism a
This book analyses the experiences of multicultural education in nine very different international settings uncovering insights from a vast variety of educational contexts. Taking a multi-criti
This book offers historical, philosophical, and sociocultural perspectives on Chinese language education for speakers of other languages with a special focus on Chinese language education in the Unite
Teachers of Chinese as a foreign language in many international contexts are searching for pedagogic solutions to promote effective learning. Models of innovative and successful approaches are urgentl
This is the first comprehensive volume to compare the sociolinguistic situations of minorities in Russia and in Western Europe. As such, it provides insight into language policies, the ethnolinguistic
This book examines language policies and practices in schools in regions of China populated by indigenous minority groups. It focuses on models of trilingual education, i.e. education in the home lang
The studies in this volume investigate how multilingual education involves a critical engagement with questions of identity and culture, and a movement towards new ways of being and belonging. It addr
The chapters in this volume allow readers to develop a broad understanding of the issues around language variation and to recognise pedagogical implications of this work in multilingual contexts. The
This volume provides a fascinating glimpse into the complex language ecologies of Southeast Asia. Adopting a relational perspective, it considers their significance for the region, its peoples, the po
This book presents the forefront of research in the emerging field of family language policy. This is the first volume to explore the link between family language policy, practice and management in th
Set in Malaysia, this book encompasses language and cultural policy challenges that many other multi-ethnic nations currently have to address. The people of Malaysia constitute a diverse ethnic, lingu
This book provides a multifaceted, multilayered examination of the processes and challenges language teachers face in constructing their professional identities in multilingual contexts such as Hong K
This detailed survey of Brunei English reflects the burgeoning academic interest in the many new varieties of English which are fast evolving around the world. Wholly up to date, the study is based on
Reflecting the increased use of English as lingua franca in today’s university education, this volume maps the interplay and competition between English and other tongues in a learning community that
This is one of two volumes by the same editors that explore historical, philosophical, and cultural perspectives on literacy in China. This volume focuses on Chinese literacy, while the other volume i
(內容簡介)讀寫能力，是二十一世紀知識社會的共通貨幣讀寫能力，是二十一世紀知識社會的共通貨幣。讀寫能力不足，將難以參與並融入這個社會。普及讀寫教育，是社會公平的基石，在升學壓力以及屏幕產品圍攻的大環境下，扭轉讀寫教育所面臨的危機，比以往更為迫切。本書提供美國讀寫教育的現場實作，可以帶給臺灣諸多觀念上的啟發，重新思考讀寫教育的價值。──✦──讀寫教育不必等到入學以後才開始美國小兒科醫學會指出，親子共讀可以從六個月大開始；美國幼教協會（National Associaion of Education for Young Children）指出，寫作練習可以從兩歲開始。讀與寫應該從小成為生活的一部分，寫作練習也不必很困難複雜。例如給寶寶一支蠟筆，讓他們邊聽故事邊塗鴉，培養「把想法形諸紙張」的意識，就是最早的寫作練習。──✦──讀與寫，能讓大腦變聰明！愈早開始愈好美國國民教育為十三年，從Kindergarten開始，通常簡寫為K，相當於臺灣學制中的幼兒園大班。各州學制稍有不同，小學通常是一到五年級、中學是六到八年級、高中是九到十二年級。因此本書的「學前」是指五歲以下，「小學中低年級」是K到二年級，「小學中高年級」是三到五年級，「中學」是六到八年級，「高中」是九到十二年級，「大學」及「成人教育」則與臺灣相同。這六個階段，都各有適齡的讀寫教育方案與目標。本書以年齡段劃分為六章，逐章介紹這六個階段的真實現場：第一章介紹零歲到學前的讀寫教育，說明讀寫教育應該儘早開始。雖然親子共讀日漸普及，但幼兒閱讀力差距仍然存在，本章展示了弭平差距的實際做法。例如，紐約一群兒科醫師，對帶幼兒來看診的高風險家庭，除了指導家長理解嬰幼兒發展指標，也請家長與孩子一起閱讀，增進親密互動。經過評估，參加「閱讀療法」的孩子，比沒有參加的孩子，有更好的學習力與專注力，出現分離焦慮、過動、暴力的比例也最低。研究顯示，閱讀是零歲開始讓大腦變聰明的最佳預防醫學。第二章進一步綜合相關研究，探討讀寫教育如何改變成長中的大腦結構。專家與學校為K到二年級這階段的學生設計讀寫系列課程，發現經過三個月練習，孩子們不但讀寫力進步，斷層掃描更顯示「大腦結構有明顯改變」、「與記憶理解有關的皮質增厚」，證實讀寫教育能改變大腦結構，讓孩子「變聰明」，學習力因而提升。並介紹美國小學中低年級的教學現場，如何為學生的讀寫力打下好基礎。第三章說明
