Page 14 of 39
Of Mother Tongues and Other Tongues: The Stakes of Linguistically Inclusive Pedagogy in Minority Contexts
| Type of resource | |
|---|---|
| Author/collaborator |
|
| Title |
Of Mother Tongues and Other Tongues: The Stakes of Linguistically Inclusive Pedagogy in Minority Contexts
|
| Abstract |
The author explore the stakes of multiliteracies practice within Quebec, an increasingly poly-ethnic society whose minority ethnonational project has been launched on the very terrain of federal multiculturalism within a bilingual framework and provincial interculturalism within a monolingual framework. The author reports on a qualitative study of teacher discourse following collaborative multiliteracies curriculum development in an ethnolinguistically diverse English-language Montreal elementary school. She focuses on the shifting conceptions of multilingual and academic literacies articulated as teachers bring the 'lens of the personal' to negotiate competing values and identities implicit in their emerging practice.
|
| Publication |
The Canadian Modern Language Review/La revue canadienne des langues vivantes
|
| Volume |
Vol. 65
|
| Issue |
no. 1
|
| Pages |
89-123
|
| Date |
September 2008
|
| Language |
en
|
| Citation |
Taylor, Lisa K. “Of Mother Tongues and Other Tongues: The Stakes of Linguistically Inclusive Pedagogy in Minority Contexts.” The Canadian Modern Language Review/La revue canadienne des langues vivantes Vol. 65, no. 1 (September 2008): 89–123.
|
| Find in a library | |
| Permalink |
Page 14 of 39
