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O neofalantismo no ensino secundario: un espazo sen lexitimar ; New-Speakerness in Compulsory Secondary Education: An Unlegitimized Space
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| 2 |
Entre letras e armas: sobre a gênese do ensino do espanhol no Brasil / Between letters and weapons: on the genesis of Spanish teaching in Brazil
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In: Revista de Estudos da Linguagem, Vol 28, Iss 1, Pp 69-92 (2020) (2020)
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| 3 |
L’Université de Moncton, la langue et les normes. Enjeux acadiens, échos finlandais
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Issues of ideology in English language education worldwide: an overview
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In: Pedagogy, Culture & Society ; 26 ; 1 ; 19-33 (2019)
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| 5 |
El “(anti) castellanismo-lusitanismo” ibérico como antecedente histórico de la enseñanza del español en Brasil
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| 6 |
(non)native Speakering: The (dis)invention Of (non)native Speakered Subjectivities In A Graduate Teacher Education Program
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In: Publicly Accessible Penn Dissertations (2016)
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| 7 |
Conflicting Ideologies of Mexican Immigrant English Across Levels of Schooling
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In: GSE Faculty Research (2014)
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| 8 |
Language ideologies in a bilingual fourth grade classroom : a research proposal and reflections
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| 9 |
ELT Coursebooks and the Elite : Examining Social Representations in ESL
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Abstract:
ESL/EFL instructional materials have traditionally represented an ideal society and some texts can be offensive to certain learners. The mainstream ideologies reflected in the coursebooks exert a negative influence to the diverse lifestyles we have in our classrooms. If students do not reconcile their identities with the discourse in the materials, they are prone to reproduce negative stereotypes and therefore, perpetuate misconceived common sense beliefs. Unless teachers scrutinize coursebooks for possible "hidden agenda" or explicit bias, we become accomplices of the same forces that keep us in a subordinate position. This study examines 3 textbooks currently in use in Spain to identify and describe the social representations found and to investigate whether there is sexism and the ideologies that constrain these representations. This semantic analysis allows for empowerment of learners and enhances the promotion of language resources that will equip students with linguistic tools to contest inequalities.
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Keyword:
Bias; Coursebooks; ELT; English Language Teaching; Ideologies; Social representations; Stereotypes
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URL: https://ddd.uab.cat/record/105837
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| 10 |
Language Ideology and the Mediation of Language Choice in Peer Interactions in a Dual-Language First Grade
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In: Teacher Education Faculty Publications (2007)
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| 11 |
Research findings on languages of instruction and their policy implications for education in Africa
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Okombo, Okoth. - : College of Education and External Studies, University of Nairobi, 1996
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