Affirming Diversity: The Sociopolitical Context of Multicultural Education

A catalogue record for this book is available from the British Library ISBN 0 521 82347 1 hardback ISBN 0 521 53032 6 paperback Contents List of tables page vii Preface to the second edition ix Preface to the first edition xii 1 Why a global language? 1 What is a global language? 3 What makes a global language? 7 Why do we need a global language? 11 What are the dangers of a global language? 14 Could anything stop a global language? 25 A critical era 27 2 Why English? The historical context 29 Origins 30 America 31 Canada 36 The Caribbean 39 Australia and New Zealand 40 South Africa 43 South Asia 46 Former colonial Africa 49 Southeast Asia and the South Pacific 54 A world view 59 v Contents

English as a global language

The use of blogs as international feedback in the efl clasroom: a way to focus on form through conscious reflection

Title Mapping Existing Research Output Focused on Higher Education Teaching and Learning in Ireland 1990-2015 Authors(s) O'Sullivan, Sara; Gibney, Amanda; Guerin, Suzanne; Staunton, Michael; Kalaitzake, Manolis Publication date 2015-06 Publisher National Forum Link to online version http://www.teachingandlearning.ie/wp-content/uploads/2015/07/Project-5-Mapping-Existing-Research-Output.pdf Item record/more information http://hdl.handle.net/10197/6860

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Mapping Existing Research Output Focused on Higher Education Teaching and Learning in Ireland 1990-2015

Learning Through Two Languages: Studies of Immersion and Bilingual Education

This paper describes a research project investigating language and intercultural support for adult Syrian refugees in Ireland under the Irish Refugee Protection Programme (IRPP). Learning the langu...

Syrian voices: an exploration of the language learning needs and integration supports for adult Syrian refugees in Ireland

Higher education in Libya, system under stress

A Comparative Study of the Implementation of EMI in Europe, Asia and Africa

This article describes a small in-class study which sought to explore the effectiveness (or not) of using the emerging bilingual skills of the students as a teaching and learning tool in a geography through English Content-Language Integrated Learning (CLIL) classroom in Northern Italy. In particular, the study sought to examine whether and to what extent the use of codeswitching/translanguaging between the native language and the language of instruction during content-related tasks might prove a useful technique for highlighting particular grammatical points in the CLIL vehicular language. Findings support the view that there is a place for the focused, planned and targeted use of the L1 during meaning-focused lessons in the language immersion classroom and that bilingual instructional techniques, such as the ‘twisted dictation’ used in the study, can be an effective means of both drawing students' attention to particular linguistic forms and of developing an enriched bilingual vocabulary. The authors su...

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T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom

This article presents findings from an exploratory research project entitled Gaelscoileanna and Multicultural classrooms: the potential for transfer to enhance L2 learning experiences. The project focussed on two language immersion contexts in Ireland which, despite obvious differences, share a range of significant commonalities. One context was that of the Gaelscoil, where instruction is through the medium of Irish, and the other that of the mainstream English-medium school, where learners from migrant backgrounds often experience a form of language immersion which is referred to here as ‘immersion by default’. The views of teachers and principals are described in this article. Data from this cohort illustrate how each school type approached the celebration of language per se in relation to learners for whom the language of instruction is not the L1. This raises two key issues: (1) the extent to which the school can see itself as a site of and for multilingualism, and (2) the extent to which learners in ...

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Fiona Gallagher

Papers

Syrian voices: an exploration of the language learning needs and integration supports for adult Syrian refugees in Ireland

Higher education in Libya, system under stress

A Comparative Study of the Implementation of EMI in Europe, Asia and Africa

T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom

The feel good factor: comparing immersion by design and immersion by default models