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Linguistic Diversity, Language Rights And Language Ecology

Education, Parts 1–3. Roskilde: Roskilde University Centre, Institute, (pp. 42–72); republished 1995 in García, O. &Baker, C. (eds.), Policy and Practice in Bilingual Education. A Reader Extending the Foundations (pp. 40–59, questions added, pp. 59–62). Clevedon: Multilingual Matters. Skutnabb-Kangas, T. (2014). Linguistic Diversity. In D. Philips (ed.). Encyclopedia of Educational Theory and Philosophy , Volume 1 (pp. 484–486). London: Sage. Skutnabb-Kangas, T. (2012). Linguistic Human Rights. In P. M. Tiersma, &L. M. Solan (eds.) (2012). Oxford Handbook of

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‘We don’t talk Gypsy here’: Minority language policies in Europe

of National Minorities. Council of Europe: Strasbourg. Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56, 1, 18-37. Darder, A. (2014). Cultural hegemony, language, and the politics of forgetting: Interrogating restrictive language policies." In Orelus, P. (Ed.), Affirming language diversity in schools and society: Beyond linguistic apartheid (pp. 35-53). NY: Routledge. European Court of Human Rights (23 July 1968). Case ‘Relating to certain aspects of the

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Multicultural Education and Educational Process at Slovak Universities

Abstract

Migration issues and the development of social relations to people of different cultures make multicultural education a frequently discussed topic in Slovakia these days. When it comes to culture, diversity, variety and plurality dominate because of the existence, as well as interactions, of different ethnicities, races or nations. School education focuses on drawing attention to the existence of such differences or specificities, therefore multicultural education is becoming more and more important. At higher education institutions, multicultural education is especially important in case of the students who are to become teachers themselves. Development of positive qualities and approaches, including the acceptance of cultural differences, should necessarily be a part of the pre-gradual preparation of teachers. The article presents a content analysis of student essays on the perception and understanding of the Universal Declaration of Human Rights as was one of the elements of multicultural education at HEIs.

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A Plurilingual Approach to ELT in Primary School: Towards an Ecological Perspective

b7e5c5bf36dd7aa9c951fbee010635.pdf . Phillipson, R. (2003). English-Only Europe ? London: Routledge. Phillipson, R., & Skutnabb-Kangas, T. (1997). Linguistic human rights and English in Europe. World Englishes, 16 (1), 27–43. doi:10.1111/1467-971X.00044. Rindal, U., & Piercy, C. (2013). Being “neutral”? English pronunciation among norwegian learners. World Englishes, 32 (2), 211–229. doi:10.1111/weng.12020. Schmitz, J. R. (2014). Looking under Kachru’s (1982, 1985) three circles model of World Englishes: the hidden reality and current

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Language Challenges in Global and Regional Integration

New York: Routledge. Skutnabb-Kangas, T. & Phillipson R. (Eds.) (2017). Language Rights . Volume 3. Language endangerment and revitalisation; language rights charters and declarations. London and New York: Routledge. Skutnabb-Kangas, T. & Phillipson R. (Eds.) (2017). Language Rights . Volume 4. Language rights: challenges in theory and implementation. London and New York: Routledge. Skutnabb-Kangas, T. (2000). Linguistic genocide in education – or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum. Tonkin, H. (2011

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Conceptual Maps of European Values

comprehensive cognitive and linguistic tool. In: Language in Different Contexts: Research papers = Kalba ir kontekstai . 5 (1), 98-108. McIntyre, A. (2013). After Virtue. A Study in Moral Theory . London: Bloomsbury. Mohan, D. (2003). Safety as a human right. Health and Human Rights , 6 (2), 161-167. Murphy, M.L. (1997). Afrikaans, American and British Modelsfor South African English Lexicography: Racial Label Usage. In Lexicos 7 . AFRILEX-reeks/series7: 1997, pp. 153-164. Nahir, M. (2003). Language planning goals. A classification. In C

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Bilingualism in Ukraine: Value or Challenge?

: UN Special Rapporteur urges stronger minority rights guarantees to defuse tensions. United Nations Human Rights Office of the High Commissioner. Retrieved from http://www.ohchr.org/EN/NewsEvents/Pages/DisplayNews.aspx?NewsID=14520 . Vynnychuk, Y. (2016). На мовному фронті без змін! [On the Linguistic Front No Change!]. Портал мовної політики May 5, 2016. Retrieved from http://language-policy.info/2016/05/na-movnomu-fronti-bez-zmin/#more-3020 . Yushchenko, V. (2010). Чия мова – того й влада [Whoever Rules the Language Has the Power]. День No. 180

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Language Learners or New Speakers: The Transfer of the Breton Diwan Immersion Education Model to the Lower Sorbian Witaj Project

». Revue des études slaves 85(2): 215-233. Sallabank, Julia. 2013. Attitudes to Endangered Languages: Identities and Policies. Cambridge: Cambridge University Press. Schieffelin Bambi B., Woolard Kathryn A. and Paul V. Kroskrity (eds.). 1998. Language Ideologies: Practice and Theory. New York: Oxford University Press. Skutnabb-Kangas, Tove. 2000. Linguistic Genocide in Education - or Worldwide Diversity and Human Rights? New Jersey - Londyn: Taylor and Francis. Spiess, Gunter. 1994. “Dolnoserby a Gornoserby

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Adventure in a new language: what a first generation Canadian immigrant’s narrative holds for ESL teachers

analysis. Newbury Park, CA: Sage. Riggenbach, H. (1991). Toward an understanding of fluency: A microanalysis of nonnative speaker conversations. Discourse Processes, 14 (4), 423-441. doi: 10.1080/01638539109544795 Ryan, G. W. & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15 (1), 85-109. Seidlhofer, B. (2001). Pronunciation. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 56-65). Cambridge: Cambridge University Press. Skutnabb-Kanga, T. (1998). Human rights

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Foreign Language Education in the 21st European Context: Exploring New Directions in Intercultural and Plurilingual Approaches Using Anzaldúa’s Border Epistemology

Interculturally Competent through Education and Training. Bristol: Multilingual Matters, 2009. Flynn, Jeffrey. Reframing the Intercultural Dialogue on Human Rights: A Philosophical Approach . New York: Routledge, 2014. Fonseca-Greber, Bonnie. “Social Obstacles to Intercultural Competence in America’s Language Classrooms”. Proceedings of Intercultural Competence Conference 1 (2010): 102-23. Fránquiz, María, and María Salazar-Jerez. “The Transformative Potential of Humanizing Pedagogy: Addressing the Diverse Needs of Chicano/Mexicano Students”. The

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