Name: urban schools and english language education in late modern china: a critical sociolinguistic ethnography (en Inglés)
SKU: 19411851
Price: 4793.70 MXN
Availability: InStock
Author: Perez-Milans, Miguel
ISBN: 9780415502221

portada urban schools and english language education in late modern china: a critical sociolinguistic ethnography (en Inglés)

urban schools and english language education in late modern china: a critical sociolinguistic ethnography (en Inglés)

Formato

Libro Físico

Autor

Miguel Perez-Milans

Editorial

Routledge

Año

2013

Idioma

Inglés

N° páginas

196

Encuadernación

Tapa Dura

Dimensiones

23.6x15.7x1.5 cm

Peso

0.40 kg.

ISBN

0415502225

ISBN13

9780415502221

Categorías

Sociolingüística
Estudios regionales / internacionales
Educación de estudiantes bilingües o multilingües

urban schools and english language education in late modern china: a critical sociolinguistic ethnography (en Inglés)

Miguel Perez-Milans (Autor) · Routledge · Tapa Dura

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Reseña del libro "urban schools and english language education in late modern china: a critical sociolinguistic ethnography (en Inglés)"

Shortlisted for the 2014 BAAL Book PrizeThis book explores the meaning of modernization in contemporary Chinese education. It examines the implications of the implementation of reforms in English language education for experimental-urban schools in the People's Republic of China. Pérez-Milans sheds light on how national, linguistic, and cultural ideologies linked to modernization are being institutionally (re)produced, legitimated, and inter-personally negotiated through everyday practice in the current context of Chinese educational reforms. He places special emphasis on those reforms regarding English language education, with respect to the economic processes of globalization that are shaping (and being shaped by) the contemporary Chinese nation-state. In particular, the book analyzes the processes of institutional categorization of the "good experimental school", the "good student", and the "appropriate knowledge" that emerge from the daily discursive organization of those schools, with special attention to the related contradictions, uncertainties and dilemmas. Thus, it provides an account of the on-going cultural processes of change faced by contemporary Chinese educational institutions under conditions of late modernity.Winner of The University of Hong Kong's Faculty Early Career Research Output Award for outstanding book publication, by the Faculty of Education