Titlebook: Language Learning in Anglophone Countries; Challenges, Practice Ursula Lanvers,Amy S. Thompson,Martin East Book 2021 The Editor(s) (if appl

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书目名称Language Learning in Anglophone Countries影响因子(影响力)学科排名




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书目名称Language Learning in Anglophone Countries网络公开度学科排名




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书目名称Language Learning in Anglophone Countries被引频次学科排名




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书目名称Language Learning in Anglophone Countries年度引用学科排名




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书目名称Language Learning in Anglophone Countries读者反馈学科排名

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entail

Book 2021ic challenges, real-world practices, and broader cultural trends that have an impact on the uptake of modern foreign languages in different Anglophone settings. This book will be of interest to scholars working in applied linguistics and language education, particularly those with a focus on educational policy and Global English. .

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Learn from the Experts: Collaborative Language Learning and Language Ideology Awareness to English and the fostering of collaboration between experts in different languages. The chapter contributes to the development of models promoting collaboration between language learners and more experienced speakers, while also fostering critical thinking about long-held harmful language ideologies.

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Book 2021ucational settings.  Taking a contextual perspective on the language learning crisis currently facing Anglophone countries, the authors examine systemic challenges, real-world practices, and broader cultural trends that have an impact on the uptake of modern foreign languages in different Anglophone

Muscularis

Shifting Ideologies: The Seal of Biliteracy in the United Statesrnia, Arizona, and Massachusetts, each of which had explicit bans on bilingual education in place as the policy gained momentum. This chapter illuminates how policies and awards that recognize and encourage students’ multilingualism, such as the Seal of Biliteracy, might serve to shift monolingual ideologies.

不合

A Review from Northern Ireland of the Linguistic Devolution of Primary School Languagesn Ireland is presented. As well as examining policy and practice in relation to primary school languages in the UK nations, the chapter concludes that any move to include languages on the primary curriculum will need proper resourcing and careful navigation of the sensitivities between languages in this part of the world.

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