Classroom Pedagogy

"In her groundbreaking and innovative study, the author takes us on a fascinating journey through some of Madrid's multilingual and multicultural schools and reveals the role played by linguistic practices in the construction of inequality through such processes as what she calls "de-capitalization" and "ethnicization". Through a critical sociolinguistic and discourse analysis of the data collected in an ethnographic study, the book shows the exclusion caused by monolingualizing tendencies and ideologies of deficit in education and society.
The book opens a timely discussion of the management of diversity in multilingual and multicultural classrooms, both for countries with a long tradition of migration flows and for those where the phenomenon is relatively new, as is the case in Spain. This study of linguistic practices in the classroom makes clear the need to rethink some key linguistic concepts, such as practice, competence, discourse, and language, and to integrate different approaches in qualitative research.
The volume is essential reading for students and researchers working in sociolinguistics, education and related areas, as well as for all teachers and social workers who deal with the increasing heterogeneity of our late modern societies in their work."

Images have played an important role in the American classroom as means to connect students with the study of the past. The article proposes a preliminary look at how American schoolteachers incorporate photographs from the Civil War into their lessons plans and how the use of images can create a framework for a collective memory.

Résumé Afin d'immerger les étudiants américains dans l'étude du passé, les images ont été amenées à jouer un rôle déterminant dans l'apprentissage dispensé dans les salles de classe. Cet article propose une première étude de l'inclusion des photographies de la Guerre de sécession par les enseignants d'écoles primaires et secondaires, et de l'utilisation qu'ils en font comme cadre pour aborder la mémoire collective.

E-Learning platforms offer plenty of opportunities, pedagogies, and challenges in English Language Teaching (ELT). It is already being applied partially in most parts of the world, and certificates are issued from well-known universities. The cultural dimension in ELT has gained in importance. As long as English is a lingua franca, the needs of English foreign learners (EFL) are far from obtaining the skills or accent of the language. This study is significant because it tries to check to what extent can the intercultural awareness and writing through the use of WebQuest help the Iraqi learners to better up their writing skills. They need to understand the similarities and differences between their own culture and the targeted language culture, English. Iraqi learners are part of the EFL students, and it is time to start getting the intercultural awareness. This study is aimed to pay the Iraqi learners' attention to the intercultural awareness issues in order to improve their writing skills. Accordingly, an experimental research is conducted on forty-three first-year participants of Al-Furat Al-Awsat Technical University. The data of both the Pre-test and Post-test were analyzed by using the SPSS) statistical editor. Results have shown the following: First, the progress of more than (0.05≤) has been detected as far as students' understanding and using some intercultural concepts in their writings. Second, students show unique enthusiasm in surfing the net for assigning their homework about intercultural awareness's props.

Is it true that the essence of true education is timelessness? Is it true that language pedagogy and language learning constitute "purposeful play." In their multiplex roles of social, linguistic, ideological and epistemological advancement, what affordances are gleaned from multilingual classrooms?