Imagining Multilingual Schools: Language in Education and by Ofelia Garcia, Tove Skutnabb-Kangas, Maria E. Torres-Guzman

By Ofelia Garcia, Tove Skutnabb-Kangas, Maria E. Torres-Guzman

This booklet brings jointly visions and realities of multilingual faculties during the global which will research the pedagogical, socioeducational, and sociopolitical concerns that effect on their improvement and luck. The chapters describe and study pedagogical, tutorial, and coverage efforts to enhance multilingualism via tuition with various specified populations -- immigrant scholars, indigenous peoples, conventional minorities, majorities, and multiethnic/multilingual teams. every one contribution, many written by way of recognized students within the box of bilingual and multilingual schooling, affirms the desirability of multilingualism as a societal source and without any consideration of people, whereas acknowledging the social, monetary and political ameliorations that make the purchase of multilingualism effortless for a few, and tough for others. And but, the e-book makes a speciality of the college as a spot of promise and resistance, having the capability to maintain, recuperate, and extend the world's linguistic range. The advent, written through the co-editors, identifies the conceptual threads which are constructed in the course of the chapters. however the chapters themselves remind us of the significance of neighborhood stipulations, regardless of the worldwide pressures of the twenty first century, in imagining and growing multilingual academic areas.

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Extra resources for Imagining Multilingual Schools: Language in Education and Globalization (Linguistic Diversity and Language Rights)

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Despite the dynamism of, and the variety of issues emerging from multilingualism that are evident in these five questions and in expanded forms within this volume, there are certain threads that pull our chapters together, AND apart – as expressed in the visions in the individual chapters. Many of the threads present paradoxes with tensions that mirror the multiple and/but often contradictory identities and ideologies at an individual level. Hence, in the next part of this Introduction we try, in addition to the questions posed above, to identify some of the threads that already go and might go into the designs of spaces where multilingual education is possible, threads that need both deconstruction and also pulling together.

Francis & Reyhner, 2002: 45–46) What all of this means is that multilingualism in education can be studied only from an ecological perspective centered on the dynamic and changing conditions of the complex historical, ideological, structural, and practical contexts in which people use different languages and different varieties of languages in society and schools. Multilingual practices are enmeshed within, and influenced by, social, historical, political, economic, and linguistic factors (Nieto, 2001).

One of the students in Etxeberría’s study says: ‘To speak Euskara well has made me feel Basque. And, yet, to speak Spanish has never really made me feel Spanish. If I speak Euskara, I feel Basque and I like that because it is our language’. In Chapter 12, López describes a sad situation: 38 \MLM\Garcia-Skutnabb Proof 2 11 June 2006 12:51:14 Color profile: Disabled Composite Default screen Part 1: Introduction 36 Perhaps the most insidious obstacle to bilingual education is the situation of indigenous teachers who speak the same languages as their students but prefer to use Spanish due to ideological beliefs that the children will be left behind in Mexican society if they learn in their native languages.

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