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Multilingual Education Yearbook 2018

Internationalization, Stakeholders & Multilingual Education Contexts

  • Book
  • © 2018

Overview

Editors:
  1. Indika Liyanage

    1. School of Education, Deakin University, Burwood, VIC 3125, Australia

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  • Provides unique insights into how internationalization, stakeholders, and multilingual contexts interact and intersect
  • Explores pedagogic assumptions and viable responses for multilingual contexts and students
  • Discusses the effect of education policies on languages in education in multilingual contexts

Part of the book series: Multilingual Education Yearbook (MEYB)

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-vii
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  2. Internationalization of Higher Education, Mobility, and Multilingualism

    • Indika Liyanage
    Pages 1-20

  3. Challenging Dominant Epistemologies in Higher Education: The Role of Language in the Geopolitics of Knowledge (Re)Production

    • Adriana Díaz
    Pages 21-36

  4. Media Representation of Attitudes to Multilingual Education: Local Language and Culture in Mainland China

    • Tao Xiong
    Pages 37-54

  5. Reshaping Academic Writing in Internationalised Higher Education: A Contribution from Contrastive Rhetoric

    • Zosia Golebiowski
    Pages 55-72

  6. Academic English and EMI in the Asia Pacific: Complexities, Opportunities and Outcomes

    • Laura Gurney
    Pages 73-89

  7. Internationalisation of Higher Education in Vietnam Through English Medium Instruction (EMI): Practices, Tensions and Implications for Local Language Policies

    • Ly Thi Tran, Huong Thu Nguyen
    Pages 91-106

  8. Trilingualism, National Integration, and Social Coexistence in Postwar Sri Lanka

    • Mufeeda Irshad
    Pages 107-124

  9. Identity and Chinese Language Learning Among Ethnic Minorities in Hong Kong

    • Fang Gao
    Pages 125-137

  10. Internationalization and Multilingualism: Integration or Disintegration?

    • Tony Walker
    Pages 139-158
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Keywords

About this book

This volume examines how internationalization, stakeholders, and educational contexts have a reciprocal influence on multilinguals and their communities both as individual and collective variables. Therefore, the exploration of these variables and how they intersect and interact with worldwide phenomena like globalization, global citizenship, and responsive and responsible provisions of education are the central foci of this volume. Contributors from different parts of the world draw on analyses of various forms of data to foreground these foci with implications for effective multilingual education practices in their contexts, and beyond.

The Multilingual Education Yearbook publishes high-quality empirical research on education in multilingual societies. It publishes research findings that, in addition to providing descriptions of language learning, development and use in language contact and multilingual contexts, will shape language education policy and practices inmultilingual societies.

Editors and Affiliations

  • School of Education, Deakin University, Burwood, VIC 3125, Australia

    Indika Liyanage

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