Page 7 - Linguistically Diverse Educational Contexts

TABLE OF CONTENTS
Introduction iv
Chapter 1
Concepts of language education – abandoning labels 1
1.1 Language education 2 1.2 Bilingual education 5 1.3 Educating migrant pupils in Poland 8 1.4 The concept of multiculturalism and interculturalism 11 1.5 Plurilingual education 17
Chapter 2
Pluriliteracy 23
2.1 Concept of literacy and basic skills 23 2.2 Plurilingual literacy 24 2.3 The pluriliteracies approach 25 2.4 (Plurilingual) Critical literacy 31
Chapter 3
Theoretical aspects of language education 36
3.1 Language pedagogy 36 3.2 Rittel's language pedagogy re-examined 42 3.2.1 Distinguishing between conceptual categories – the Anglo-Saxon tradition 42 3.2.2 Distinguishing between conceptual categories – the European tradition 46 3.2.3 Conceptual chaos in foreign language didactics in Poland 48 3.2.4 Language pedagogy as a sub-discipline of pedagogy as a science in a Polish context 51
Chapter 4
Research foundations – designing the process of language education 56
4.1 Basic theoretical assumptions 56 4.2 Concepts of curriculum design 57 4.3 Designing language education programmes 58 4.4 Objectives and purpose of own research 62 4.5 Research procedure 69
In conclusion – On the potential of designing language curricula aimed at social change 76
Acknowledgements Bibliography
79 80
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