Critical Multilingual Language Awareness and Teacher Education
Critical Multilingual Language Awareness and Teacher Education
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批判性多语言语言意识和教师教育
DOI：
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发表时间：
2015
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通讯作者：
Ofelia García
中科院分区：
文献类型：
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作者：
Ofelia García
本章将重点从语言意识的研究转移到我们这里所说的批判性多语言意识。我们提出了一些方法，可以使教师不仅认识到儿童和社区的语言多样性，而且还要质疑语言本身的概念，因为它在学校中是合法的。在认识到国家命名语言和学术语言是社会建构的情况下，教师被授权成为社会活动家，以便所有学生都能公平地接受教育。
This chapter shifts the focus from the study of Language Awareness to what we are calling here Critical Multilingual Awareness. We propose ways in which teachers can be made not only to recognize the linguistic diversity of children and communities, but also to question the concept of language itself, as legiti-mized in schools. In understanding that national named languages and academic language have been socially constructed, teachers become empowered to become social activists so that all students are educated equitably.