'Peripheries' take centre stage: reinterpreted multilingual education works

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dc.date.accessioned 2012-06-04 en
dc.date.accessioned 2022-08-17T18:16:26Z
dc.date.available 2022-08-17T18:16:26Z
dc.date.issued 2015-08-25 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/3374
dc.description.abstract Written texts in ITM languages establish and develop a solid continuum of literacy practices. They also facilitate the best opportunities for successful second/third language acquisition. This gives school students the best possible chance to participate in local, regional and even international activities. This chapter points towards fruitful practices and discoveries, mutually enriching in the South, but also important for contemporary concerns of recent migration and urbanisation in the West/North. en
dc.format.medium Print en
dc.publisher Routledge en
dc.subject MOTHER-TONGUE EDUCATION en
dc.subject EDUCATION en
dc.subject AFRICAN PEOPLE en
dc.subject MULTILINGUALISM en
dc.title 'Peripheries' take centre stage: reinterpreted multilingual education works en
dc.type Chapter in Monograph en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.BudgetYear 2012/13 en
dc.ResearchGroup Education and Skills Development en
dc.SourceTitle Multilingual education and sustainable diversity work: from periphery to center en
dc.SourceTitle.Editor Skuttnabb-Kangas, T. en
dc.SourceTitle.Editor Heugh, K. en
dc.PlaceOfPublication New York en
dc.ArchiveNumber 7313 en
dc.PageNumber 263-283 en
dc.outputnumber 5956 en
dc.bibliographictitle Heugh, K. & Skutnabb-Kangas, T. (2012) 'Peripheries' take centre stage: reinterpreted multilingual education works. In: Skuttnabb-Kangas, T. & Heugh, K. (eds).Multilingual education and sustainable diversity work: from periphery to center. New York: Routledge. 263-283. http://hdl.handle.net/20.500.11910/3374 en
dc.publicationyear 2012 en
dc.contributor.author1 Heugh, K. en
dc.contributor.author2 Skutnabb-Kangas, T. en


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