Kimmo kosonen (39 Ergebnisse)
Sprache: Englisch
Verlag: Channel View Publications, 2026
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Sprache: Englisch
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Paperback. Zustand: new. Paperback. Presents a move from static descriptions of policy hierarchies to a dynamic model of actor interaction, a genuinely original analytical lens within the field.This edited volume discusses the actions of key agents in educational policy change, focusing on shifts towards greater use of non-domin…ant languages in multilingual contexts. It uses Kosonen and Bensons (2021) language-in-education policy change framework to consider actors, actions and agency at three levels: change from above, below and the side.Chapter authors expand on and critique this framework, applying it to a wide-range of low- and middle-income countries in the Global South and considering a diverse selection of actors including academics, NGOs, advocacy groups, teachers, communities and local governments. Taking a critical look at policymaking in multilingual settings, this book explores policy timelines, trajectories of change and implications for sustainable implementation of multilingual education.This volume will be of particular interest to researchers and practitioners working in the fields of international and comparative education and language policy and planning.This book is open access under a CC BY NC ND licence. This volume examines the key agents working from above, below and/or the side to create policies that include non-dominant languages in education. It analyzes a variety of multilingual contexts and discusses implications for sustainability and implementation of multilingual education. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Sprache: Englisch
Verlag: Channel View Publications Ltd, 2026
Serie: Bilingual Education & Bilingualism, Buch 157 von 73. Buch 157 von 73 - Bilingual Education & Bilingualism
- Softcover
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Sprache: Englisch
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Serie: Bilingual Education & Bilingualism, Buch 157 von 73. Buch 157 von 73 - Bilingual Education & Bilingualism
- Softcover
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Paperback. Zustand: new. Paperback. Presents a move from static descriptions of policy hierarchies to a dynamic model of actor interaction, a genuinely original analytical lens within the field.This edited volume discusses the actions of key agents in educational policy change, focusing on shifts towards greater use of non-domin…ant languages in multilingual contexts. It uses Kosonen and Bensons (2021) language-in-education policy change framework to consider actors, actions and agency at three levels: change from above, below and the side.Chapter authors expand on and critique this framework, applying it to a wide-range of low- and middle-income countries in the Global South and considering a diverse selection of actors including academics, NGOs, advocacy groups, teachers, communities and local governments. Taking a critical look at policymaking in multilingual settings, this book explores policy timelines, trajectories of change and implications for sustainable implementation of multilingual education.This volume will be of particular interest to researchers and practitioners working in the fields of international and comparative education and language policy and planning.This book is open access under a CC BY NC ND licence. This volume examines the key agents working from above, below and/or the side to create policies that include non-dominant languages in education. It analyzes a variety of multilingual contexts and discusses implications for sustainability and implementation of multilingual education. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
Sprache: Englisch
Verlag: Channel View Publications Aug 2026, 2026
Serie: Bilingual Education & Bilingualism, Buch 157 von 73. Buch 157 von 73 - Bilingual Education & Bilingualism
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Taschenbuch. Zustand: Neu. Neuware - Presents a move from static descriptions of policy hierarchies to a dynamic model of actor interaction, a genuinely original analytical lens within the field. This edited volume discusses the actions of key agents in educational policy change, focusing on shifts towards greater use of non-dom…inant languages in multilingual contexts. It uses Kosonen and Benson's (2021) language-in-education policy change framework to consider actors, actions and agency at three levels: change from above, below and the side. Chapter authors expand on and critique this framework, applying it to a wide-range of low- and middle-income countries in the Global South and considering a diverse selection of actors including academics, NGOs, advocacy groups, teachers, communities and local governments. Taking a critical look at policymaking in multilingual settings, this book explores policy timelines, trajectories of change and implications for sustainable implementation of multilingual education. This volume will be of particular interest to researchers and practitioners working in the fields of international and comparative education and language policy and planning. This book is open access under a CC BY NC ND licence.
Sprache: Englisch
Verlag: Channel View Publications, 2026
Serie: Bilingual Education & Bilingualism, Buch 157 von 73. Buch 157 von 73 - Bilingual Education & Bilingualism
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Sprache: Englisch
Verlag: Channel View Publications, 2026
Serie: Bilingual Education & Bilingualism, Buch 157 von 73. Buch 157 von 73 - Bilingual Education & Bilingualism
- Hardcover
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Paperback. Zustand: New. Über den AutorCarol Benson, PhD (1994), is Associate Professor of International and Comparative Education at Teachers College, Columbia University. She researches policy development and innovation in multilingual education fo.
Sprache: Englisch
Verlag: Multilingual Matters, 2026
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Hardcover. Zustand: new. Hardcover. Presents a move from static descriptions of policy hierarchies to a dynamic model of actor interaction, a genuinely original analytical lens within the field.This edited volume discusses the actions of key agents in educational policy change, focusing on shifts towards greater use of non-domin…ant languages in multilingual contexts. It uses Kosonen and Bensons (2021) language-in-education policy change framework to consider actors, actions and agency at three levels: change from above, below and the side.Chapter authors expand on and critique this framework, applying it to a wide-range of low- and middle-income countries in the Global South and considering a diverse selection of actors including academics, NGOs, advocacy groups, teachers, communities and local governments. Taking a critical look at policymaking in multilingual settings, this book explores policy timelines, trajectories of change and implications for sustainable implementation of multilingual education.This volume will be of particular interest to researchers and practitioners working in the fields of international and comparative education and language policy and planning.This book is open access under a CC BY NC ND licence. This volume examines the key agents working from above, below and/or the side to create policies that include non-dominant languages in education. It analyzes a variety of multilingual contexts and discusses implications for sustainability and implementation of multilingual education. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Sprache: Englisch
Verlag: Multilingual Matters, 2026
Serie: Bilingual Education & Bilingualism, Buch 157 von 73. Buch 157 von 73 - Bilingual Education & Bilingualism
- Hardcover
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Taschenbuch. Zustand: Neu. Neuware - This second volume of Language Issues in Comparative Education, following the tradition of the first, introduces the state of the field, re-establishes core terminology and concepts, and situates the chapters in terms of their contributions to multilingual education based on non-dominant lang…uages. The first group of chapters examines language-in-education policy change, applying an innovative framework to analyze diverse contexts including Mozambique, Estonia and the Philippines. The next group of chapters describes activities designed to implement multilingual education. Using examples from Chad, Ethiopia, Kenya and Nepal, they explore progress in teacher professional development and elaboration of materials for literacy and learning through non-dominant languages. Some highlight new areas of the field, attending to speakers of non-dominant languages other than the ones chosen for instruction, and to the urgent multilingual needs of refugee learners. The final group of chapters presents strategies for research and advocacy, illustrated with examples from DR Congo, Uganda and India. Taken together, these contributions form a cohesive body of work that takes stock of advances in multilingual education and moves the field forward. The authors and editors share a common commitment to comparativism in their methods and analysis, and aim to contribute to a more inclusive and multilingual education for all. See inside the book.
Sprache: Englisch
Verlag: Channel View Publications Aug 2026, 2026
Serie: Bilingual Education & Bilingualism, Buch 157 von 73. Buch 157 von 73 - Bilingual Education & Bilingualism
- Hardcover
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Buch. Zustand: Neu. Neuware - Presents a move from static descriptions of policy hierarchies to a dynamic model of actor interaction, a genuinely original analytical lens within the field. This edited volume discusses the actions of key agents in educational policy change, focusing on shifts towards greater use of non-dominant l…anguages in multilingual contexts. It uses Kosonen and Benson's (2021) language-in-education policy change framework to consider actors, actions and agency at three levels: change from above, below and the side. Chapter authors expand on and critique this framework, applying it to a wide-range of low- and middle-income countries in the Global South and considering a diverse selection of actors including academics, NGOs, advocacy groups, teachers, communities and local governments. Taking a critical look at policymaking in multilingual settings, this book explores policy timelines, trajectories of change and implications for sustainable implementation of multilingual education. This volume will be of particular interest to researchers and practitioners working in the fields of international and comparative education and language policy and planning. This book is open access under a CC BY NC ND licence.
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Hardcover. Zustand: new. Hardcover. Presents a move from static descriptions of policy hierarchies to a dynamic model of actor interaction, a genuinely original analytical lens within the field.This edited volume discusses the actions of key agents in educational policy change, focusing on shifts towards greater use of non-domin…ant languages in multilingual contexts. It uses Kosonen and Bensons (2021) language-in-education policy change framework to consider actors, actions and agency at three levels: change from above, below and the side.Chapter authors expand on and critique this framework, applying it to a wide-range of low- and middle-income countries in the Global South and considering a diverse selection of actors including academics, NGOs, advocacy groups, teachers, communities and local governments. Taking a critical look at policymaking in multilingual settings, this book explores policy timelines, trajectories of change and implications for sustainable implementation of multilingual education.This volume will be of particular interest to researchers and practitioners working in the fields of international and comparative education and language policy and planning.This book is open access under a CC BY NC ND licence. This volume examines the key agents working from above, below and/or the side to create policies that include non-dominant languages in education. It analyzes a variety of multilingual contexts and discusses implications for sustainability and implementation of multilingual education. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
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Hardback. Zustand: New. This second volume of Language Issues in Comparative Education, following the tradition of the first, introduces the state of the field, re-establishes core terminology and concepts, and situates the chapters in terms of their contributions to multilingual education based on non-dominant languages. The fi…rst group of chapters examines language-in-education policy change, applying an innovative framework to analyze diverse contexts including Mozambique, Estonia and the Philippines. The next group of chapters describes activities designed to implement multilingual education. Using examples from Chad, Ethiopia, Kenya and Nepal, they explore progress in teacher professional development and elaboration of materials for literacy and learning through non-dominant languages. Some highlight new areas of the field, attending to speakers of non-dominant languages other than the ones chosen for instruction, and to the urgent multilingual needs of refugee learners. The final group of chapters presents strategies for research and advocacy, illustrated with examples from DR Congo, Uganda and India. Taken together, these contributions form a cohesive body of work that takes stock of advances in multilingual education and moves the field forward.The authors and editors share a common commitment to comparativism in their methods and analysis, and aim to contribute to a more inclusive and multilingual education for all.See inside the book.
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Hardcover. Zustand: New. Über den AutorCarol Benson, PhD (1994), is Associate Professor of International and Comparative Education at Teachers College, Columbia University. She researches policy development and innovation in multilingual education fo.
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Buch. Zustand: Neu. Neuware - This second volume of Language Issues in Comparative Education, following the tradition of the first, introduces the state of the field, re-establishes core terminology and concepts, and situates the chapters in terms of their contributions to multilingual education based on non-dominant languages.…The first group of chapters examines language-in-education policy change, applying an innovative framework to analyze diverse contexts including Mozambique, Estonia and the Philippines. The next group of chapters describes activities designed to implement multilingual education. Using examples from Chad, Ethiopia, Kenya and Nepal, they explore progress in teacher professional development and elaboration of materials for literacy and learning through non-dominant languages. Some highlight new areas of the field, attending to speakers of non-dominant languages other than the ones chosen for instruction, and to the urgent multilingual needs of refugee learners. The final group of chapters presents strategies for research and advocacy, illustrated with examples from DR Congo, Uganda and India. Taken together, these contributions form a cohesive body of work that takes stock of advances in multilingual education and moves the field forward. The authors and editors share a common commitment to comparativism in their methods and analysis, and aim to contribute to a more inclusive and multilingual education for all. See inside the book.
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