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Traduction multilingue et multiculturelle. La série "El Dragón de Gales"
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In: EU-topías. Revista de interculturalidad, comunicación y estudios europeos; VOL. 5 (2013); 135-151 ; EU-topías, rivista di interculturalità, communicazione e studi europei; VOL. 5 (2013); 135-151 ; EU-topías. A Journal on Interculturality, Communication, and European Studies; VOL. 5 (2013); 135-151 ; EU-topías. Revue d'interculturalité, de communication et d'études européennes; VOL. 5 (2013); 135-151 ; 2340-115X ; 2174-8454 (2021)
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"Simpatico": la traductora como puente cultural
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In: EU-topías. Revista de interculturalidad, comunicación y estudios europeos; VOL. 5 (2013); 69-76 ; EU-topías, rivista di interculturalità, communicazione e studi europei; VOL. 5 (2013); 69-76 ; EU-topías. A Journal on Interculturality, Communication, and European Studies; VOL. 5 (2013); 69-76 ; EU-topías. Revue d'interculturalité, de communication et d'études européennes; VOL. 5 (2013); 69-76 ; 2340-115X ; 2174-8454 (2021)
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Promoting Intercultural Understanding, Connectedness, and Belonging: An Independent Evaluation of Together for Humanity Programs
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La introducción de la Capoeira en un contexto extraescolar multicultural. Una experiencia práctica hacia la interculturalidad.
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Multicultural Perspective in Public Library Services
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In: Library Philosophy and Practice (e-journal) (2021)
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Estudio sociolingüístico de las interferencias fonéticas-fonológicas de inmigrantes portugueses en Venezuela según relatos de vida: una orientación intercultural
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Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners
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In: Canadian Journal of Applied Linguistics; Vol. 24 No. 1 (2021); 75-91 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 1 (2021); 75-91 ; 1920-1818 ; 1481-868X (2021)
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Multiculturalism, Neoliberal Education Policies and its Effect on the Black Youth in Ontario Schools
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VOICES AMONG CULTURES IN THE EASTERN EUROPEAN BORDERLANDS: MUSIC IN CZERNOWITZ, 1862–1918
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The politics of plurilingualism: Immersion, translanguaging, and school autonomy in Catalonia
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In: Erdocia, Iker orcid:0000-0003-2459-1346 (2020) The politics of plurilingualism: Immersion, translanguaging, and school autonomy in Catalonia. Linguistics and Education, 60 . pp. 1-12. ISSN 0898-5898 (2020)
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Migration and linguistic diversity in higher education: Implications for language teaching practice and policy
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In: Bruen, Jennifer orcid:0000-0002-9279-2978 and Kelly, Niamh (2020) Migration and linguistic diversity in higher education: Implications for language teaching practice and policy. In: Slowey, Maria, Schuetze, H. G. and Zubrzycki, Tanja orcid:0000-0003-0761-020X , (eds.) Inequality, Innovation and Reform in Higher Education: Challenges of migration and ageing populations. Lifelong Learning Book Series, 25 . Springer International Publishing, Dordrecht, pp. 119-130. ISBN 978-3-030-28226-4 (2020)
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“He thinks he is Polish, but the way he acts is Irish”: the negotiation of family language Policy within Polish migrant and transnational families in Ireland
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In: Connaughton-Crean, Lorraine (2020) “He thinks he is Polish, but the way he acts is Irish”: the negotiation of family language Policy within Polish migrant and transnational families in Ireland. PhD thesis, Dublin City University. (2020)
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Language rights and groups of immigrant origin: the case of language claims in the Spanish cities in North Africa
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In: Erdocia, Iker orcid:0000-0003-2459-1346 (2020) Language rights and groups of immigrant origin: the case of language claims in the Spanish cities in North Africa. Language Problems and Language Planning, 44 (2). pp. 146-169. ISSN 0272-2690 (2020)
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Language policy-making in Ireland: a preliminary study of the consultation process of Languages Connect
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In: Erdocia, Iker orcid:0000-0003-2459-1346 , Nocchi, Susanna orcid:0000-0003-1389-8035 and Ruane, Mary (2020) Language policy-making in Ireland: a preliminary study of the consultation process of Languages Connect. Teanga - The Irish Journal of Applied Linguistics, 27 . pp. 98-127. ISSN 2565-6325 (2020)
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Abstract:
This study aims to explore the policy-making process of Languages Connect - Ireland’s Strategy for Foreign Languages in Education 2017-2026. For that purpose, we concentrate on the consultation process adopted by the Department of Education and Skills. Drawing on a concept of foreign language competence as human capital, the aim of this study is twofold. Firstly, we investigate the extent to which the submissions to the consultation process form a sequence with the final document, Languages Connect; secondly, we examine the Irish government documents and compare the submissions reflecting the government approach to language with those problematising such discourse. The former analysis reveals how a market-led valuing of languages is embedded in the government discourse. The latter analysis further shows that linguistic diversity did not receive as much attention as language competence. Bearing in mind that participatory and deliberative procedures are meant to provide legitimacy for policy decisions, the paper concludes by discussing some of the positioning taken in Languages Connect and the role of the procedural mechanisms employed in the consultation.
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Keyword:
deliberation; Education; Identity; Irish language; Language; Language policy and planning; Linguistics; Migration; mixed methods research; Multiculturalism; participatory policy-making; policy analysis; Political science; Public administration
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URL: http://doras.dcu.ie/26301/
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ФИЛОСОФСКО-ПРАВОВЫЕ ОСНОВАНИЯ ФОРМИРОВАНИЯ КОНФЕДЕРАТИВНОГО СОЮЗА ...
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Мультикультурализм в Германии ... : выпускная квалификационная работа бакалавра ...
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Thai Society in the Sensation Thinking of the Humanities ...
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ОСОБЕННОСТИ ЯЗЫКОВОЙ СИТУАЦИИ В ТРАНСГРАНИЧНОМ РЕГИОНЕ ... : ASPECTS OF THE LANGUAGE SITUATION IN A CROSS-BORDER REGION ...
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