Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged. Various forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. This CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice.

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Whose culture has capital? A critical race theory discussion of community cultural wealth

This article reports on research that questions commonsense understandings of a bilingual pedagogy predicated on what Cummins (2005, 2008) refers to as the “two solitudes” assumption (2008, p. 65). It sets out to describe a flexible bilingual approach to language teaching and learning in Chinese and Gujarati community language schools in the United Kingdom. We argue for a release from monolingual instructional approaches and advocate teaching bilingual children by means of bilingual instructional strategies, in which two or more languages are used alongside each other. In developing this argument, the article takes a language ecology perspective and seeks to describe the interdependence of skills and knowledge across languages. [ABSTRACT FROM AUTHOR]

Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?.

中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。

文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)

Subtractive Schooling: US-Mexican Youth and the Politics of Caring: A. Valenzuela

Introduction Part I. Language and Translanguaging 1. Language, Languaging and Bilingualism 2. The Translanguaging Turn and its Impact Part II. Education and Translanguaging 3. Language, Bilingualism and Education 4. Translanguaging and Education 5. Translanguaging to Learn 6. Translanguaging to Teach 7. Translanguaging in Education: Principles, Implications, Challenges Conclusion

Translanguaging: Language, Bilingualism and Education

"Bilingual Education in the 21st Century" examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. This thought-provoking work is an ideal textbook for future teachers as well as providing a fresh view of the subject for school administrators and policy makers. 
· Provides an overview of bilingual education theories and practices throughout the world 
· Extends traditional conceptions of bilingualism and bilingual education to include global and local concerns in the 21st century 
· Questions assumptions regarding language, bilingualism and bilingual education, and proposes a new theoretical framework and alternative views of teaching and assessment practices 
· Reviews international bilingual education policies, with separate chapters dedicated to US and EU language policy in education 
· Gives reasons why bilingual education is good for all children throughout the world, and presents cases of how this is being carried out

Bilingual Education in the 21st Century: A Global Perspective

The concept of translanguaging is clarified, establishing it as a particular conception of the mental grammars and linguistic practices of bilinguals. Translanguaging is different from code switching. Under translanguaging, the mental grammars of bilinguals are structured but unitary collections of features, and the practices of bilinguals are acts of feature selection, not of grammar switch. A proper understanding of translanguaging requires a return to the well known but often forgotten idea that named languages are social, not linguistic, objects. Whereas the idiolect of a particular individual is a linguistic object defined in terms of lexical and structural features, the named language of a nation or social group is not; its boundaries and membership cannot be established on the basis of lexical and structural features. The two named languages of the bilingual exist only in the outsider's view. From the insider's perspective of the speaker, there is only his or her full idiolect or repertoire, which belongs only to the speaker, not to any named language. Translanguaging is the deployment of a speaker' sf ull linguistic repertoire without regard for watchful adherence to the socially and politically defined boundaries of named (and usually national and state) languages. In schools, the translanguaging of bilinguals tends to be severely restricted. In addition, schools confuse the assessment of general linguistic proficiency, which is best manifested in bilinguals while translanguaging, with the testing of profi- ciency in a named language, which insists on inhibiting translanguaging. The concept of translanguaging is of special relevance to schools interested in the linguistic and intellectual growth of bilingual students as well as to minoritized communities involved in language maintenance and revitalization efforts.

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Clarifying translanguaging and deconstructing named languages: A perspective from linguistics

Bilingual classrooms most often have strict language arrangements about when and who should speak what language to whom. This practice responds to diglossic arrangements and models of bilingualism developed in the 20th century. However, in the 21st century, heteroglossic bilingual conceptualizations are needed in which the complex discursive practices of multilingual students, their translanguagings, are used in sense-making and in tending to the singularities in the pluralities that make up multilingual classrooms today. Examining the case of a network of U.S. secondary schools for newcomer immigrants, the International High Schools, this article looks at how students' plurilingual abilities are built through seven principles that support dynamic plurilingual practices in instruction-heterogeneity, collaboration, learner-centeredness, language and content integration, language use from students up, experiential learning, and local autonomy and responsibility. As a result, students become not only more knowledgeable and academically successful but also more confident users of academic English, better at translanguaging, and more plurilingual-proficient. The article presents translanguaging in education as the constant adaptation of linguistic resources in the service of meaning-making and in tending to the singularities in the pluralities that make up multilingual classrooms today. [ABSTRACT FROM AUTHOR]

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Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities

Foreword, Nancy H. Hornberger 1. Introduction, Kate Menken & Ofelia Garcia Part I: Negotiation of Language Education Policies Guided by Educators' Experiences or Identity (Individual) 2. Appropriating Language Policy on the Local Level: Working the Spaces for Bilingual Education, David Cassels Johnson and Rebecca Freeman 3. Two-Teacher Classrooms, Personalized Learning and the Inclusion Paradigm in the United Kingdom: What's in it for Learners of EAL? Angela Creese 4. "Tu Sais Bien Parler Maitresse!": Negotiating Languages other than French in the Primary Classroom in France, Christine Helot 5. "Angles Make Things Difficult": Teachers' Interpretations of Language Policy and Quechua Revitalization in Peru, Laura Alicia Valdiviezo 6. Towards Normalizing South African Classroom Life: The Ongoing Struggle to Implement Mother-Tongue Based Bilingual Education, Carole Bloch, Xolisa Guzula, and Ntombizanele Nkence 7. Enacting Language Policy through the Facilitator Model in a Monolingual Policy Context in the United States, Bonnie English and Manka M. Varghese 8. Between Intended and Enacted Curricula: Three Teachers and a Mandated Curricular Reform in Mainland China, Yuefeng Zhang and Guangwei Hu Part II: Educators' Negotiation of Language Education Policies Influenced by Situation/Context/Community (Social) 9. Maori Language Policy and Practice in New Zealand Schools: Community Challenges and Community Solutions, Mere Berryman, Ted Glynn, Paul Woller, and Mate Reweti 10. (Re)Constructing Language Policy in a Shi'i School in Lebanon, Zeena Zakharia 11. Cases of Language Policy Resistance in Israel's Centralized Educational System, Elana Shohamy 12. Traversing the Linguistic Quicksand in Ethiopia, Michael Daniel Ambatchew 13. Language Policy in Education and Classroom Practices in India: Is the Teacher a Cog in the Policy Wheel? Ajit K. Mohanty, Minati Panda, and Rashim Pal 14. Chilean Literacy Education Policies and Classroom Implementation, Viviana Galdames and Rosa Gaete Part III: Moving Forward 15. Stirring the Onion: Educators and the Dynamics of Language Education Policies (Looking Ahead), Ofelia Garcia and Kate Menken 16. Moving Forward: Ten Guiding Principles for Teachers, Ofelia Garcia and Kate Menken

Ofelia García

Papers

Translanguaging: Language, Bilingualism and Education

Bilingual Education in the 21st Century: A Global Perspective

Clarifying translanguaging and deconstructing named languages: A perspective from linguistics

Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities

Negotiating Language Policies in Schools : Educators as Policymakers