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Article: From Madrid to Zhejiang: Globalization, educational communities and second language teaching | De Madrid a Zhejiang: Globalización, comunidades educativas y enseñanza de segundas lenguas

TitleFrom Madrid to Zhejiang: Globalization, educational communities and second language teaching | De Madrid a Zhejiang: Globalización, comunidades educativas y enseñanza de segundas lenguas
Authors
KeywordsClassroom Interaction
Education
Globalization
Language Competence
Language Ideologies
Second Language Teaching Practices
Issue Date2010
Citation
Revista Complutense De Educacion, 2010, v. 21 n. 1, p. 125-146 How to Cite?
AbstractThis paper focuses on how culture is socially constructed within the institutional logic of the school, in relation to different socio-political and economic processes linked to economic globalization in urban areas. The study comes from an ethnography carried out both in the contexts of Madrid (Spain) and Zhejiang (China). Taking critical sociolinguistic ethnography as theoretical/analytical framework, this paper uses interactional and ethnographic data in order to study what cultural resources are being produced, distributed and valued within both institutional spaces according their historical and socio-political conditions (that is, new immigration trends in Spain and the "open doors" economic reforms in China). Particularly, attention is paid to second language teaching practices, so that analysis focuses on what legitimated linguistic competence is constructed, reproduced and resisted in language classrooms.
Persistent Identifierhttp://hdl.handle.net/10722/167086
ISSN
2015 SCImago Journal Rankings: 0.167
References

 

DC FieldValueLanguage
dc.contributor.authorMiguel Pérez, Men_US
dc.date.accessioned2012-09-28T04:03:24Z-
dc.date.available2012-09-28T04:03:24Z-
dc.date.issued2010en_US
dc.identifier.citationRevista Complutense De Educacion, 2010, v. 21 n. 1, p. 125-146en_US
dc.identifier.issn1130-2496en_US
dc.identifier.urihttp://hdl.handle.net/10722/167086-
dc.description.abstractThis paper focuses on how culture is socially constructed within the institutional logic of the school, in relation to different socio-political and economic processes linked to economic globalization in urban areas. The study comes from an ethnography carried out both in the contexts of Madrid (Spain) and Zhejiang (China). Taking critical sociolinguistic ethnography as theoretical/analytical framework, this paper uses interactional and ethnographic data in order to study what cultural resources are being produced, distributed and valued within both institutional spaces according their historical and socio-political conditions (that is, new immigration trends in Spain and the "open doors" economic reforms in China). Particularly, attention is paid to second language teaching practices, so that analysis focuses on what legitimated linguistic competence is constructed, reproduced and resisted in language classrooms.en_US
dc.languageengen_US
dc.relation.ispartofRevista Complutense de Educacionen_US
dc.subjectClassroom Interactionen_US
dc.subjectEducationen_US
dc.subjectGlobalizationen_US
dc.subjectLanguage Competenceen_US
dc.subjectLanguage Ideologiesen_US
dc.subjectSecond Language Teaching Practicesen_US
dc.titleFrom Madrid to Zhejiang: Globalization, educational communities and second language teaching | De Madrid a Zhejiang: Globalización, comunidades educativas y enseñanza de segundas lenguasen_US
dc.typeArticleen_US
dc.identifier.emailMiguel Pérez, M: mpmilans@hku.hken_US
dc.identifier.authorityMiguel Pérez, M=rp01652en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.scopuseid_2-s2.0-77949562952en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77949562952&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume21en_US
dc.identifier.issue1en_US
dc.identifier.spage125en_US
dc.identifier.epage146en_US
dc.identifier.scopusauthoridMiguel Pérez, M=35751426400en_US

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