![]() Available from Ĭoste, D., Moore, D., & Zarate, G. Strasbourg: Éditions du Conseil de l’Europe. ![]() Vers un Cadre Européen Commun de référence pour l’enseignement et l’apprentissage des langues vivantes: études préparatoires. Compétence plurilingue et pluriculturelle. International Journal of Multilingualism, 10(1), 27–45.Ĭoste, D., Moore, D., & Zarate, G. Developing children’s language awareness: Switching codes in the language classroom. Going beyond the native speaker in language teaching. The multilingual turn: Opportunities and challenges. Annual Review of Applied Linguistics, 33, 3–18.Ĭonteh, J., & Meier, G. Strasbourg: Council of Europe Publishing. Social representations of languages and teaching: Guide for the development of language education policies in Europe from linguistic diversity to plurilingual education. AILA Review, 22, 5–22.Ĭastellotti, V., & Moore, D. The plurilingual tradition and the English language in South Asia. ![]() International Journal of Multilingualism, 6(2), 207–227.Ĭanagarajah, S. The M-factor, a bilingual asset for plurilinguals? learners’ representations, discourse strategies and third language acquisition in institutional contexts. Available from īono, M., & Stratilaki, S. Promoting plurilingualism: Majority language in multilingual settings. B., Aalto, A., Atanasoska, T., & Lamb, T. Weber (Eds.), Multilingualism and multimodality: Current challenges for educational studies. Superdiverse repertoires and the individual. London: Routledge.īlommaert, J., & Backus, A. Plurilingual pedagogical practices in a policy-constrained context: A northern Uganda case study. This chapter also raises fundamental issues – such as the prevalence of monolingual and neoliberal ideologies – that need further exploration in research so that knowledge about plurilingual education in different geographical locations and educational contexts can be advanced. The aim of this chapter is to link the theory of plurilingualism to its practice by exploring empirical studies that have followed a plurilingual framework, with focus on the extent to which the theory is represented in practical terms. To address issues of diversity in language education, including heritage language programs, plurilingualism is an alternative framework that can be used to teach languages while respecting and encouraging this diversity. Due to the limitations of this framework, students’ knowledge of languages and cultures have often been underused and devalued. In the field of language education, the historical prevalence of the monolingual theoretical framework has corroborated with the notion that learners should attain language proficiency based on the native speaker model, which has been mistakenly used as reference for language development. In this way, strategies of equalization based on educational and professional competence may prove dysfunctional for racial solidarity.Linguistic and cultural diversity is inherent in many societies around the world and, despite its importance, this diversity is typically neglected in many educational settings. Antiracist strategies that value college education and achievement by the standards of American individualism may exclude many poor and working-class African Americans from cultural membership. Thus, gaining cultural membership is often equated with educational and occupational attainment. Second, drawing upon in-depth interviews with members of the Black elite, we show that demonstrating intelligence and competence, and gaining knowledge, are particularly valued strategies of equalization, while religion has a subordinate role within their antiracist repertoire. We first summarize results from earlier work on the antiracist strategies of White and African American workers. Using a phenomenological approach, we focus on processes of classification to analyze the criteria that members of the African American elite mobilize to compare racial groups and establish their equality. Abstract This exploratory study makes a contribution to the literature on antiracism by unpacking the cultural categories through which everyday antiracism is experienced and practiced by extraordinarily successful African Americans.
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