liesa rühlmann (12 risultati)

Condizione: New. In.

Condizione: New.

Condizione: New. pp. 308.

Paperback. Condizione: Brand New. 305 pages. 8.27x5.83x0.69 inches. In Stock.

Taschenbuch. Condizione: Neu. Race, Language, and Subjectivation | A Raciolinguistic Perspective on Schooling Experiences in Germany | Liesa Rühlmann | Taschenbuch | Pädagogische Professionalität und Migrationsdiskurse | xxi | Englisch | 2023 | Springer Vieweg | EAN 9783658431518 | Verantwortliche Person für die EU: Springer VS in Springer Science + Business Media, Abraham-Lincoln-Str. 46, 65189 Wiesbaden, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Many school students in Germany are plurilingual and use German and further languages in their daily lives. This use is differently approached and valued. Not only languages spoken, butrace, too, plays a role in how language use is addressed in schools. Interviews that were conducted and analyzed with a Grounded Theory approach show that subject positions assigned to students concerning plurilingualism shape how they reflect on experiences in school from a retrospective focus. By turning to a raciolinguistic perspective and drawing on subjectivation theory, the terms used tosignify dominantly found re-positionings are 'raciolinguistic norm' and'raciolinguistic Other'.The results highlight the necessity of focusing in more detail on how listening positionalities shape language use in society and in schools specifically.

Condizione: Hervorragend. Zustand: Hervorragend | Seiten: 308 | Sprache: Englisch | Produktart: Bücher | Many school students in Germany are plurilingual and use German and further languages in their daily lives. This use is differently approached and valued. Not only languages spoken, but race, too, plays a role in how language use is addressed in schools. Interviews that were conducted and analyzed with a Grounded Theory approach show that subject positions assigned to students concerning plurilingualism shape how they reflect on experiences in school from a retrospective focus. By turning to a raciolinguistic perspective and drawing on subjectivation theory, the terms used to signify dominantly found re-positionings are ¿raciolinguistic norm¿ and ¿raciolinguistic Other¿. The results highlight the necessity of focusing in more detail on how listening positionalities shape language use in society and in schools specifically.

Condizione: new. Questo è un articolo print on demand.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Many school students in Germany are plurilingual and use German and further languages in their daily lives. This use is differently approached and valued. Not only languages spoken, butrace, too, plays a role in how language use is addressed in schools. Interviews that were conducted and analyzed with a Grounded Theory approach show that subject positions assigned to students concerning plurilingualism shape how they reflect on experiences in school from a retrospective focus. By turning to a raciolinguistic perspective and drawing on subjectivation theory, the terms used tosignify dominantly found re-positionings are 'raciolinguistic norm' and'raciolinguistic Other'.The results highlight the necessity of focusing in more detail on how listening positionalities shape language use in society and in schools specifically. 308 pp. Englisch.

Condizione: New. Print on Demand pp. 308.

Condizione: New. PRINT ON DEMAND pp. 308.

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Many school students in Germany are plurilingual and use German and further languages in their daily lives. This use is differently approached and valued. Not only languages spoken, but race, too, plays a role in how language use is addressed in schools. Interviews that were conducted and analyzed with a Grounded Theory approach show that subject positions assigned to students concerning plurilingualism shape how they reflect on experiences in school from a retrospective focus. By turning to a raciolinguistic perspective and drawing on subjectivation theory, the terms used to signify dominantly found re-positionings are 'raciolinguistic norm' and 'raciolinguistic Other'. The results highlight the necessity of focusing in more detail on how listening positionalities shape language use in society and in schools specifically.Springer-Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 308 pp. Englisch.