Titlebook: Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction; Issues and Implicati Ali Fuad Selvi,Nathanael Rudolph B

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Book 2018stitutions apprehend, embrace, deal with, manipulate, problematize and resist glocal flows of people, ideas, information, goods, and technology. It apprehends and attends to tensions arising from the fluidly local-global construction and negotiation of borders of identity and interaction within a di

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Book 2018stitutional policymaking, teacher training, or curriculum and materials development, and in the learning experience both within and beyond the classroom, as teachers and students engage with course content and each other..

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Haiti’s Language-in-Education Policy: Conflicting Discourses at the Local Levelt drive language learning in Haiti’s classrooms. This chapter focuses on issues related to Haiti’s language instruction around those realities, and critically examines relevant literature on, as well as the actual text of the country’s language policy for educational purposes.

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Complementary and Contradictory Visions of Epistemic Justice in World Englishes Graduate Seminars: Atemporary depictions of language variation. The authors conclude by considering the relationship between “critical” and “sensory” practices in the classroom in light of larger epistemological, disciplinary, and institutional realities in twenty-first century academia.

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Local Languages as a Resource in (Language) Educationol genre theory, critical applied linguistics, and language variation and adapts and extends it to describe how, when and why teachers can and should use local languages effectively in their classrooms. As such, this chapter will be a resource for researchers, teacher educators and teachers.

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