Provides both global and local perspectives on the empowerment of learning local/first/heritage languages and cultures in schools
Demonstrates the possibility of shifting the balance of power of the dominant language and culture in schools to empower first languages, indigenous languages, and local culture
Explores potential impact on policy and practice by looking at the way these changes impact on children, teachers, schools, and their communities

Autorentext

Jane Spiro is Reader in Education and TESOL at Oxford Brookes University, UK. She has run projects for the development of international teachers and learners of English in four continents of the world. She has published widely on TESOL methodologies, teacher reflection, internationalisation and learner creativity. Eowyn Crisfield is a specialist in bilingualism and education. She works to bridge the divide between research and practice, supporting whole school communities to embed languages across the curriculum, and to develop policy and practices that empower language diversity.

Inhalt

Chapter 1. Mapping the Terrain.- Chapter 2. Connecting Students to a Sense of Place: Reviving Hawaii.- Chapter 3. To Square the Particular with the Global: The Aga Khan Academy Mombasa.- Chapter 4. Dynamic Multilingualism in International Schools: German European School, Singapore.- Chapter 5. From One to Many: Bilingual Education in a Monolingual Context, Europa School.- Chapter 6. Moving from English only to Multilingual-Empowered: The British School of Amsterdam.- Chapter 7. The Path Less Travelled.