Curriculum Inquiry, Didaktik Studies and L1 Education: Framing and Informing the L1 Subjects
This chapter takes as its reference point an important debate in recent times addressed to the possibilities for dialogue between (Anglo-Saxon) curriculum inquiry and (European) Didaktik studies. At issue is the significance and value of the concepts of ‘
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Bill Green Per-Olof Erixon Editors
Rethinking L1 Education in a Global Era Understanding the (Post-)National L1 Subjects in New and Difficult Times
Educational Linguistics Volume 48
Series Editor Francis M. Hult, University of Maryland, Baltimore County, Baltimore, USA Editorial Board Members Marilda C. Cavalcanti, Universidade Estadual de Campinas, Campinas, Brazil Jasone Cenoz, University of the Basque Country, Leioa, Spain Angela Creese, University of Stirling, Stirling, UK Ingrid Gogolin, University of Hamburg, Hamburg, Germany Christine Hélot, Université de Strasbourg, Strasbourg, France Hilary Janks, University of the Witwatersrand, Johannesburg, South Africa Claire Kramsch, University of California, Berkeley, USA Constant Leung, King’s College London, London, UK Angel Lin, Simon Fraser University, Burnaby, Canada Alastair Pennycook, University of Technology, Sydney, Australia
Educational Linguistics is dedicated to innovative studies of language use and language learning. The series is based on the idea that there is a need for studies that break barriers. Accordingly, it provides a space for research that crosses traditional disciplinary, theoretical, and/or methodological boundaries in ways that advance knowledge about language (in) education. The series focuses on critical and contextualized work that offers alternatives to current approaches as well as practical, substantive ways forward. Contributions explore the dynamic and multi- layered nature of theory-practice relationships, creative applications of linguistic and symbolic resources, individual and societal considerations, and diverse social spaces related to language learning. The series publishes in-depth studies of educational innovation in contexts throughout the world: issues of linguistic equity and diversity; educational language policy; revalorization of indigenous languages; socially responsible (additional) language teaching; language assessment; first- and additional language literacy; language teacher education; language development and socialization in non- traditional settings; the integration of language across academic subjects; language and technology; and other relevant topics. The Educational Linguistics series invites authors to contact the general editor with suggestions and/or proposals for new monographs or edited volumes. For more information, please contact the Editor: Natalie Rieborn, Van Godewijckstraat 30, 3300 AA Dordrecht, The Netherlands. All proposals and manuscripts submitted to the Series will undergo at least two rounds of external peer review. This series is indexed in Scopus and the Norwegian Register for Scientific Journals, Series and Publishers (NSD). More information about this series at http://www.springer.com/series/5894
Bill Green • Per-Olof Erixon Editors
Rethinking L1 Education in a Global Era Understanding the (Post-)National L1 Subjects in New and Difficult Times
Editors Bill Green Faculty of Arts & Education Charles Sturt University Bathurst, NSW, Australia
Per-Olof Erixon Department
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