![]() ![]() In line with the theme of the Comparative and International Education Society 2018 annual meeting, we want to showcase research from contexts in the Global South and/or research that provides important implications and lessons learned for South-North as well as South-South knowledge exchange. called sarigama-singing (Arshad, 2013 Rahman B., 2012) that refers to melodic. We take a comparative and international perspective to exploring how non-dominant languages are considered in language-in-education policies, how they are perceived by stakeholders at varying levels, and how they are put into use in classroom settings. employed in the vocal lines of Malay ghazal which have been obscured or. ![]() We start with the assumption that a consideration of non-dominant languages, defined as languages or language varieties that are spoken in a given state but not prominent in number, prestige or official use by the government and/or education system, is critical in the promotion of equitable education, particularly in low-income contexts. This special edition examines the use of non-dominant languages in education from a comparative and international perspective. Special Issue: Policy and Practice in the Use of Non-Dominant Languages in Comparative Education In addition, in the pursuit of protecting and assisting the victims of armed conflict and other situations of violence, the ICRC insists on the safeguarding of. Toray Group positions CSR at the heart of management in its long-term corporate. ![]()
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