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Imagining Multilingual Schools: Languages in Education and Glocalization


reviewed by Tatyana Kleyn — December 08, 2006

coverTitle: Imagining Multilingual Schools: Languages in Education and Glocalization
Author(s): Ofelia García, Tove Skutnabb-Kangas, & Maria E. Torres-Guzmán (Eds.)
Publisher: Multilingual Matters, Clevedon
ISBN: 1853598941, Pages: 332, Year: 2006
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Schools play a central in role in the maintenance or loss of minority languages. It’s often the case that schools promote monolingualism as they simultaneously contribute to the marginalized status of the non-dominant languages and their speakers. In order to bring out the multilingual possibilities of schooling, a conference called “Imagining Multilingual Schools: An International Symposium on Language and Education” took place at Teachers College, Columbia University in the fall of 2004. As a result of this conference, co-organized by Ofelia García and Maria Torres-Guzmán, and attended by educational and sociolinguistic researchers from across the globe, evolved the book, “Imagining Multilingual Schools: Languages in Education and Glocalization.” It comprises a sampling of the papers presented during that conference to capture perspectives from six continents that collectively show how the conflation of global and local forces (i.e. “glocalization”) impacts educational decisions regarding the inclusion and exclusion of different languages. As the title... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: December 08, 2006
http://www.tcrecord.org ID Number: 12885, Date Accessed: 11/24/2014 3:06:28 PM

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About the Author
  • Tatyana Kleyn
    City College of New York
    E-mail Author
    TATYANA KLEYN is an assistant professor in the Bilingual Education, TESOL, and Secondary Spanish program at the City College of New York. She received an Ed.D. in international educational development at Teachers College, Columbia University. Her dissertation focused on the intersections of bilingual and multicultural education in Spanish, Haitian Creole, Chinese, and Russian bilingual classrooms. She recently co-authored “Self-designated dual-language programs: Is there a gap between labeling and implementation?” (Bilingual Research Journal, 2005).
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