Rethinking Bilingual Education in Postcolonial Contexts
(eBook)

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Published
Multilingual Matters, 2011.
Format
eBook
Status
Available Online

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Language
English
ISBN
9781847695017

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Citations

APA Citation, 7th Edition (style guide)

Feliciano Chimbutane., & Feliciano Chimbutane|AUTHOR. (2011). Rethinking Bilingual Education in Postcolonial Contexts . Multilingual Matters.

Chicago / Turabian - Author Date Citation, 17th Edition (style guide)

Feliciano Chimbutane and Feliciano Chimbutane|AUTHOR. 2011. Rethinking Bilingual Education in Postcolonial Contexts. Multilingual Matters.

Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)

Feliciano Chimbutane and Feliciano Chimbutane|AUTHOR. Rethinking Bilingual Education in Postcolonial Contexts Multilingual Matters, 2011.

MLA Citation, 9th Edition (style guide)

Feliciano Chimbutane, and Feliciano Chimbutane|AUTHOR. Rethinking Bilingual Education in Postcolonial Contexts Multilingual Matters, 2011.

Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.

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Grouped Work IDec7bdd58-1b5d-890d-ab45-bcf595d4b1f2-eng
Full titlerethinking bilingual education in postcolonial contexts
Authorchimbutane feliciano
Grouping Categorybook
Last Update2023-08-15 21:00:35PM
Last Indexed2024-04-27 05:36:52AM

Book Cover Information

Image Sourcehoopla
First LoadedAug 17, 2023
Last UsedAug 17, 2023

Hoopla Extract Information

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    [synopsis] => This book calls for critical adaptations when theories of bilingual education, based on practices in the North, are applied to the countries of the global South. For example, it challenges the assumption that transitional models necessarily lead to language shift and cultural assimilation. Taking an ethnographically-based narrative on the purpose and value of bilingual education in Mozambique as a starting point, it shows how, in certain contexts, even a transitional model may strengthen the vitality of local languages and associated cultures, instead of weakening them. The analysis is based on the view that communicative practices in the classroom influence and are influenced by institutional, local and societal processes. Within this framework, the book shows how education in low-status languages can play a role in social and cultural transformation, especially where post-colonial contexts are concerned.
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