| View Larger Image | Multilingualism Second Language Learning & Gender (Language, Power and Social Process, 6) | Hardcoverby Mouton De Gruyter (Author), Aneta Pavlenko (Editor), Adrian Blackledge (Editor), Ingrid Piller (Editor), Marya Teutsch Dwyer (Editor)
| List Price: | $49.95 | | | Available: | Usually ships in 24 hours |
| | Binding: | Hardcover | | Publisher: | Mouton de Gruyter | | Page Count: | 350 Pages | | Publication Date: | October 01, 2001 | | Sales Rank: | 2,299,912nd |
|
EDITORIAL REVIEWS |
Product Description
This volume presents a comprehensive introduction to the study of second language learning, multilingualism and gender. An impressive array of papers situated within a feminist poststructuralist framework demonstrates how this framework allows for a deeper understanding of second language learning, a number of language contact phenomena, intercultural communication, and critical language pedagogy. The volume has wide appeal to students and scholars in the fields of language and gender, sociolinguistics, SLA, anthropology, and language education. |
SIMILAR PRODUCTS |
| Negotiation of Identities in Multilingual Contexts (Bilingual Education and Bilingualism, 45)
by Aneta Pavlenko (Editor), Adrian Blackledge (Editor)
This volume highlights the role of language ideologies in the process of negotiation of identities and shows that in different historical and social contexts different identities may be negotiable or non-negotiable. The chapters address various ways in which individuals may be positioned or position themselves in a variety of contexts. In asking questions about social justice, about who has access to symbolic and material resources, about who is "in" and who is "out", the authors take account...
| 
| Identity and Language Learning (Language in Social Life)
by Bonny Norton (Author)
This study looks at the process of learning a second language and in particular how changing identities of the learner effect this process. Bonny Norton considers how can language teachers can address the complex histories of language learners by integrating research, theory, and classroom practice.
|
|
|
