EAL in Public Schools in British Columbia: Reconsidering Policies and Practices in Light of Fraser's Social Justice Model
This article analyzes through the lens of Nancy Fraser's (2008) multidimensional social justice model policies and practices currently guiding English as an additional language (EAL) education in public schools in British Columbia, Canada on the basis of research published in the last decade or so. It highlights directions which Fraser's model guides us to explore in further depth in order to attend more adequately to the diverse linguistic, cultural, and integration needs of EAL students in the Metro Vancouver area. A continuous search for theoretical lenses allowing for more fine-grained analyses of challenges in educating diverse students would equip policy makers and practitioners alike with refined tools to engage more meaningfully with the complexities of diversities in the local contexts within which they work.
Year of publication: |
2016
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Authors: | Ilieva, Roumiana |
Published in: |
International Journal of Bias, Identity and Diversities in Education (IJBIDE). - IGI Global, ISSN 2379-7355, ZDB-ID 2847304-8. - Vol. 1.2016, 2 (01.07.), p. 67-81
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Publisher: |
IGI Global |
Subject: | English as an Additional Language (EAL)/ESL | ESL in Public Education | ESL Policies and Practices | Nancy Fraser’s Social Justice Model and Language Diversity |
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