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Examining the challenges for legal interpreters in New Zealand courtroom settings
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Wang, Ding-Yi (Danny). - : Auckland University of Technology, 2014
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An Interview with APPLE Lecture Speaker Professor Alister Cumming
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Reflections on TCCRISLS 2014: Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts
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Exploring Language Assessment and Testing: Language in Action
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The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment
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Unified Discourse Analysis: Language, Reality, Virtual Worlds, and Video Games
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Perceptions of the value and uses of English among university English majors in Taiwan
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1419959736 (2014)
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“Be Live 3D” — A Triple Layer Networked Clouded Semantic 3D Modeling ...
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“Be Live 3D” — A Triple Layer Networked Clouded Semantic 3D Modeling ...
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Unified Discourse Analysis: Language, Reality, Virtual Worlds, and Video Games ...
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Teachers' attitudes towards and uses of translanguaging in English language classrooms in Iowa
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In: Graduate Theses and Dissertations (2014)
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Exploring Language Assessment and Testing: Language in Action ...
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The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment ...
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Reflections on TCCRISLS 2014: Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts ...
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An Interview with APPLE Lecture Speaker Professor Alister Cumming ...
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Letramentos digitais na formação de licenciandos em Letras da UTFPR
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Santos, Michelle Regina Alves dos. - : Universidade Tecnológica Federal do Paraná, 2014. : Curitiba, 2014. : Departamento Acadêmico de Comunicação e Expressão; Departamento Acadêmico de Línguas Estrangeiras Modernas, 2014
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On not Taking Language Inequality for Granted: Hymesian Traces in Ethnographic Monitoring of South Africa’s Multilingual Language Policy
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In: GSE Faculty Research (2014)
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Abstract:
South African higher education is at a critical juncture in the implementation of South Africa’s multilingual language policy promoting institutional status for nine African languages, English, and Afrikaans. South African scholars, not content merely to comment from the sidelines on the policy, its promise, and challenges, have also engaged in implementation efforts. This article explores two such initiatives, both focusing on the use of African languages in higher education institutions where English is already established as the medium of instruction, and both undertaken with explicit goals of righting South Africa’s longstanding social injustices. I collaborated with colleagues at the University of Limpopo and the University of KwaZulu-Natal to assess current implementation and identify next steps and strategies for achieving truly multilingual teaching, learning, and research at their institutions. Taking up Hymes’ (1980) call for ethnographic monitoring of bilingual education, I sought in each case to jointly describe and analyze current communicative conduct, uncover emergent patterns and meanings in program implementation, and evaluate program and policy in terms of social meanings. I argue that ethnographic monitoring in education offers one means toward not taking language inequality for granted.
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Keyword:
African Studies; and Multicultural Education; Anthropological Linguistics and Sociolinguistics; Applied Linguistics; Bilingual; bilingual higher education; biliteracy; Education; Education Policy; ethnography; Higher Education; International and Comparative Education; isiZulu; Language and Literacy; language policy; Linguistic Anthropology; Multilingual; Policy and Administration; Scholarship of Teaching and Learning; seSotho sa Leboa; Social and Cultural Anthropology
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URL: https://repository.upenn.edu/gse_pubs/308 https://repository.upenn.edu/cgi/viewcontent.cgi?article=1368&context=gse_pubs
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