e-ISSN: 1698-7802
DOI prefix: 10.14516/fde
“Foro de Educación founded (2003) and directed (2003-till date) by José Luis Hernández Huerta, and published by FahrenHouse (2003-till date). FahrenHouse: Salamanca, España
Ethnographic Perspectives to Teaching and Learning in Multilingual Contexts
DOI:
https://doi.org/10.14516/fde.765Keywords:
critical (socio) linguistic ethnography, reflexivity, bilingual/multilingual education, language ideologies, language policiesAbstract
This special issue addresses the organization of teaching and learning in a variety of multilingual schooling contexts from different critical ethnographic perspectives (i.e.: critical sociolinguistic ethnography, linguistic anthropology, and language socialization). By analyzing a range of educational settings in Spain, the U.S., the U.K., Argentina, and Guatemala, the articles establish a dialogue with different ethnographically-oriented studies to understand the relationship between situated communicative practices, language policies, language ideologies, dominant discourses about bi-multilingualism, and wider social, cultural and economic processes.
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Published
2019-07-01
Issue
Section
Editorial
How to Cite
Ethnographic Perspectives to Teaching and Learning in Multilingual Contexts. (2019). Foro De Educación, 17(27), 1-9. https://doi.org/10.14516/fde.765
