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Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough
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In: Estrada, Peggy. (2018). Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough. American Educational Research Journal, 55(2). UC Santa Cruz: Retrieved from: http://www.escholarship.org/uc/item/6wh423bk (2018)
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Prioritizing Multilingualism in U.S. Schools: States’ Policy Journeys to Enact the Seal of Biliteracy
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In: Education: School of Education Faculty Publications and Other Works (2018)
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Bambine e ragazzi bilingui nelle classi multietniche di Torino
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84 |
The Teaching of French in interwar Hungary : actors, tools, representations. ; La didactique du français dans la Hongrie de l'entre-deux-guerres : acteurs, outils, représentations
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In: https://tel.archives-ouvertes.fr/tel-02081516 ; Linguistique. Université Sorbonne Paris Cité, 2018. Français. ⟨NNT : 2018USPCF037⟩ (2018)
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Politics of multilingualism in Roma education in early Soviet Union and its current projections
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In: Social Inclusion ; 5 ; 4 ; 48-59 ; Multilingualism and social inclusion (2018)
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A comparative study on objectives and components of writing skill in national curriculum of Iran and America (New Jersey) at high school
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In: International Letters of Social and Humanistic Sciences ; 70 ; 70-80 (2018)
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Fostering social inclusion through multilingual habitus in Estonia: a case study of the open school of Kalamaja and the Sakala Private School
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In: Social Inclusion ; 5 ; 4 ; 98-107 ; Multilingualism and social inclusion (2018)
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Abstract:
After the restoration of independence in 1991, Estonia continued with a parallel school system with separate public schools operating for Russian- and Estonian-speaking children. Seen as a developmental "growing pains" of a transitional state, during the last 27 years the separate school system has contributed to infrastructural difficulties, educational injustice, and societal segregation. This article investigates the role of private schools in addressing this injustice from the analytical angle of new institutionalism, structuration and intergroup contact theories. How do these institutions challenge and aim at changing the state language regime or path dependency in the language of education? Two case studies are presented in this article: The Open School, established in 2017 for children with different home language backgrounds and targeting trilingual competences; The Sakala Private School, established in 2009, offering trilingual education with Russian as a medium of instruction. During this period of nation-state rebuilding and globalization, we investigate whether developing a multilingual habitus is a way to address the issue of social cohesion in the Estonian society in. So far, no other studies of private initiatives in Estonian language acquisition planning have been done.
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Keyword:
Anthropologie; Bildung und Erziehung; democratization; Demokratisierung; Economics of Education; Education; Educational Policy; Estland; Estonia; habits; Habitus; inclusion; Inklusion; integrative education; integrative Erziehung; Kommunikationssoziologie; language acquisition; Macroanalysis of the Education System; Makroebene des Bildungswesens; Mehrsprachigkeit; multilingualism; planning; Planung; school; Schule; social integration; Sociolinguistics; Sociology & anthropology; Sociology of Communication; Sociology of Language; soziale Integration; Soziolinguistik; Soziologie; Spracherwerb; Sprachsoziologie
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URL: https://www.ssoar.info/ssoar/handle/document/55477 https://doi.org/10.17645/si.v5i4.1149 https://www.cogitatiopress.com/socialinclusion/article/view/1149
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Tecnologías de información en instituciones de educación superior, crisis económica y necesidad de diagnósticos para su incorporación: el caso de la Universidad Pedagógica Nacional
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In: Revista Mexicana de Ciencias Políticas y Sociales ; 52 ; 209 ; 85-100 (2018)
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Language Provision in Education: A View from Scotland
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In: Social Inclusion ; 5 ; 4 ; 78-86 ; Multilingualism and Social Inclusion (2018)
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Deaf learners' experiences in Malaysian schools: access, equality and communication
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In: Social Inclusion ; 6 ; 2 ; 46-55 ; Global perspectives on disability (2018)
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La autonomía claustral: el caso de la Universidad Nacional de México (1929-1944)
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In: Revista Mexicana de Ciencias Políticas y Sociales ; 44 ; 177-8 ; 159-220 (2018)
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Bildungszugänge und Bildungsübergänge von Kindern im Alter von 0 bis 18 Jahren im Bezirk Berlin-Mitte - 1. Projektbericht: Eine Charakterisierung des Bezirks und erste Befunde
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In: 100 (2018)
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Cognitive Assessment of Culturally and Linguistically Diverse Students:Evidence for Current Practices
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In: Thinking Matters Symposium Archive (2018)
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Can Schools be Reformed by Reforming Assessment?: The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes
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In: Doctoral Dissertations (2018)
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Els usos lingüístics a les aules de secundària de Catalunya i el País Valencià: l'estudiantat i el professorat com a actors de la política lingüística educativa
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Interesse an Deutsch als Zweitsprache mit Japanisch als Erstsprache in Wien
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I can reflect on the EPOSTL from an ELF perspective - considering implications for language teacher education
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The influence of gender and cultural sensitivity policies on Austrian EFL textbooks
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