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001439106 001__ 1439106
001439106 003__ OCoLC
001439106 005__ 20230309004411.0
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001439106 020__ $$a9789811636035$$q(electronic bk.)
001439106 020__ $$a9811636036$$q(electronic bk.)
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001439106 020__ $$z9811636028
001439106 0247_ $$a10.1007/978-981-16-3603-5$$2doi
001439106 035__ $$aSP(OCoLC)1265084182
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001439106 049__ $$aISEA
001439106 050_4 $$aPE1128.A2$$bP65 2021
001439106 08204 $$a428.0071$$223
001439106 24500 $$aPolicy development in TESOL and multilingualism :$$bpast, present and the way forward /$$cKashif Raza, Christine Coombe, Dudley Reynolds, editors.
001439106 264_1 $$aSingapore :$$bSpringer,$$c[2021]
001439106 264_4 $$c©2021
001439106 300__ $$a1 online resource :$$billustrations (some color)
001439106 336__ $$atext$$btxt$$2rdacontent
001439106 337__ $$acomputer$$bc$$2rdamedia
001439106 338__ $$aonline resource$$bcr$$2rdacarrier
001439106 5050_ $$aPast, Present and Ways Forward: Towards Inclusive Policies for TESOL and Multilingualism -- Policy and Pedagogical Reform in Higher Education: Embracing Multilingualism -- Bilingual Education in Brazil -- Global ESOL Assessment Practices: The Washback Effect and Automated Testing in China -- The Discursive Constructions of TEFL: Key Themes in the National Policies and Curriculum Documents of Two Indonesian Universities and Their Possible Ecological Reconstructions -- English Language Teaching Development in the Midst of Morocco's Continuing Language Policy Conundrum -- The Mythic and the Authentic Value of English in the African Classroom: A Policy Perspective -- Multilingualism Through English Dominated Bilingual Policy: Integration of International Students in Modern Singapore -- Enhancing Equity for English Learners Through the Seal of Biliteracy: Policy/Practice Pitfalls and Possibilities -- The Ideologies of English as Foreign Language (EFL) Educational Policies in Korea: The Case of Teacher Recruitment and Pre-Service Teacher Education -- Enacting a Multilingual Policy for Economic Growth: Exploiting the China-Pakistan Economic Corridor Project to Create Linguistic Harmony in Pakistan -- Marginalized Students and Linguistic Challenges at Intensive English Programs in Lebanon -- Humoristic Translanguaging in Intercultural Communication in Qatar: Merits, Limitations and its Potential Contribution to Policy Development -- TESOL's Way Forward to Policy Development and Multilingualism in EMI -- Working Sideways for Change: Extending the Notion of Ideological and Implementational Space -- Translanguaging as a Key to Socially Just English Teaching in Finland -- English as a Mediator for Communication and Understanding: The Case of Israel and Palestine -- Building English Language Resources of Multilinguals -- From TESOL to TOLSE: Plurilingual Repertoires at the Heart of Language Learning and Teaching -- An Overview of Turkey's Policy Development in TESOL and Multilingualism -- A Bourdieusian and Post-Colonial Perspective on Collaboration Between NESTs and NNESTs -- Dominant Language Constellations: Teaching and Learning Languages in a Multilingual World.
001439106 506__ $$aAccess limited to authorized users.
001439106 520__ $$aThe book is of interest to scholars of multilingualism, language teachers, researchers, and administrators who are developing policies on teaching English and promoting multilingualism. Given its scope, this edited collection provides an overview of how multilingualism is transforming the practice of Teaching English to Speakers of Other Languages (TESOL) in diverse contexts around the world. It serves as a platform for discussions related to policy enactment where TESOL and multilingualism are viewed as collaborative endeavours and approaches the topic from three different angles. The first section of the book provides critical examinations of previous initiatives and accomplishments in the area of language policy development and implementation. The second section describes current projects and initiatives intended to expand and strengthen the field of TESOL while providing space for local and indigenous languages to develop. The third and last part of the book highlights policy development areas that need special consideration in order to develop a form of TESOL that builds on and contributes to multilingualism.
001439106 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed September 1, 2021).
001439106 650_0 $$aEnglish language$$xStudy and teaching$$xForeign speakers.
001439106 650_0 $$aMultilingualism.
001439106 650_6 $$aAnglais (Langue)$$xÉtude et enseignement$$xAllophones.
001439106 650_6 $$aMultilinguisme.
001439106 655_0 $$aElectronic books.
001439106 7001_ $$aRaza, Kashif,$$eeditor.
001439106 7001_ $$aCoombe, Christine A.$$q(Christine Anne),$$d1962-$$eeditor.
001439106 7001_ $$aReynolds, Dudley W.$$q(Dudley Walton),$$eeditor.
001439106 77608 $$iPrint version:$$z9811636028$$z9789811636028$$w(OCoLC)1252412987
001439106 852__ $$bebk
001439106 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-16-3603-5$$zOnline Access$$91397441.1
001439106 909CO $$ooai:library.usi.edu:1439106$$pGLOBAL_SET
001439106 980__ $$aBIB
001439106 980__ $$aEBOOK
001439106 982__ $$aEbook
001439106 983__ $$aOnline
001439106 994__ $$a92$$bISE