Ethnographic Perspectives to Teaching and Learning in Multilingual Contexts

• Ana María Relaño-Pastor ^[1]
  1. [1] Universidad de Castilla-La Mancha

     Universidad de Castilla-La Mancha

     Ciudad Real, España

     
• Localización: Foro de Educación, ISSN-e 1698-7802, ISSN 1698-7799, Nº. 27, 2019 (Ejemplar dedicado a: Perspectivas etnográficas de la enseñanza y aprendizaje en contextos multilingües), págs. 1-9
• Idioma: inglés
• DOI: 10.14516/fde.765
• Enlaces
  • Texto completo (pdf)
• Resumen

  • This special issue addresses the organization of teaching and learning in a variety of multilingual schooling contexts from different critical ethnographic perspectives (i.e.: critical sociolinguistic ethnography, linguistic anthropology, and language socialization). By analyzing a range of educational settings in Spain, the U.S., the U.K., Argentina, and Guatemala, the articles establish a dialogue with different ethnographically-oriented studies to understand the relationship between situated communicative practices, language policies, language ideologies, dominant discourses about bi-multilingualism, and wider social, cultural and economic processes.

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