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Books on the topic 'CLD (Cultural and linguistic diversity)'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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1

Jordan, Peter, Ethan E. Cochrane, and James Steele. Cultural and linguistic diversity: Evolutionary approaches. Royal Society, 2010.

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2

Guillermo, Solano Flores, ed. Cultural validity in assessment: Addressing linguistic and cultural diversity. Routledge, 2011.

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3

Language rights and cultural diversity. Center for Basque Studies/University of Nevada, Reno, 2014.

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4

Resource guide on cultural and linguistic diversity. Singular Pub. Group, 2000.

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5

Martin, Deirdre. Language disabilities in cultural and linguistic diversity. Multilingual Matters, 2009.

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6

Speech pathology in cultural and linguistic diversity. Whurr, 2002.

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7

Lê, Quỳnh. Linguistic diversity and cultural identity: A global perspective. Nova Science Publisher's, 2011.

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8

Chang, Hedy Nai-Lin. Affirming children's roots: Cultural and linguistic diversity in early care and education. California Tomorrow, 1993.

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9

Cummins, Jim. The challenge of diversity: Adjusting to the cultural and linguistic realities of the mainstream classroom. Ontario Institute for Studies in Education, 1994.

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10

Bakeĭkin, S. D. Linguistic and cultural diversity in cyberspace: Proceedings of the International Conference : Yakutsk, Russian Federation, 2-4 July, 2008. Interregional library cooperation centre, 2011.

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11

J, Vielberth, and Drexel Guido, eds. Linguistic cultural identity and international communication: Maintaining language diversity in the face of globalization ; proceedings of the First International Conference on COD System of Communication, held in Munich, Germany, January 25th, 2003. AQ-Verlag, 2003.

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12

Corsi, Daniele, and Cèlia Nadal Pasqual. Studi Iberici. Dialoghi dall’Italia. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-505-6.

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Iberian Studies have developed in the last quarter of a century to the point of making one speak of a real Iberian Turn. Starting from the rejection of the classic scheme that places the two states (Portugal and Spain) as privileged agents of the representation of the Iberian space, the proposal of the Iberian Studies is to work on the system of historical exchanges and interferences that have shaped the cultural fabric of the peninsula, investigating both the points of connection as much as those of the fracture between its different realities (such as the Basque, Catalan and Galician ones, as well as the Castilian and Lusitanian ones). Accompanied by a “Reasoned Bibliography on Iberian Studies and Iberian Studies from Italy”, this volume examines the state of the art, with particular attention to the Italian context, in which these researches show a still unequal rooting and diffusion. A first section, dedicated to a general framework of the discipline and the exposition of theoretical issues and method problems, is followed by a second that presents critical contributions that address individual case studies. Born in part as a reaction to the so-called “crisis of Hispanism”, Iberian Studies offer themselves as an alternative to the traditional model of peninsular Hispanism, to its uninational and monolingual paradigm. They also place the emphasis on diversity and the relational aspect, looking with suspicion at every hegemonic design aimed at establishing a “centre” within a heterogeneous cultural landscape. Attentive to the phenomena of immigration and linguistic minorities, to the colonial past and relations with the Latin American world, but also to the themes of comparativism, translation, theory and the rethinking of criticism, Iberian Studies are a field in which not only debates about literature and the arts are included, but also about ideology.
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13

(Editor), Carl R. Balado, and Esther I. Oteiza (Editor), eds. Cultural and Linguistic Diversity in American Schools. Intracoastal Pub, 1995.

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14

Issac, Kim. Speech Pathology in Cultural and Linguistic Diversity. Whurr Publishers, 2002.

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15

Monica, Barni, and Extra Guus, eds. Mapping linguistic diversity in multicultural contexts. Mouton de Gruyter Berlin, 2008.

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16

Margaret, Davis, O'Brien Maryann, Massachusetts. Dept. of Education., Massachusetts. Bureau of Equity and Language Services., and Massachusetts. Dept. of Education. Bureau of Professional Development., eds. Common competencies: The promise of linguistic/cultural diversity. Massachusetts Dept. of Education, 1990.

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17

McDonald, Peter D. Prologue. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198725152.003.0005.

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The section introduces Part II, which spans the period 1946 to 2014, by tracing the history of the debates about culture within UNESCO from 1947 to 2009. It considers the central part print literacy played in the early decades, and the gradual emergence of what came to be called ‘intangible heritage’; the political divisions of the Cold War that had a bearing not just on questions of the state and its role as a guardian of culture but on the idea of cultural expression as a commodity; the slow shift away from an exclusively intellectualist definition of culture to a more broadly anthropological one; and the realpolitik surrounding the debates about cultural diversity since the 1990s. The section concludes by showing how at the turn of the new millennium UNESCO caught up with the radical ways in which Tagore and Joyce thought about linguistic and cultural diversity.
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18

1947-, Holt Daniel D., and ERIC Clearinghouse on Languages and Linguistics., eds. Cooperative learning: A response to linguistic and cultural diversity. Center for Applied Linguistics, 1993.

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19

Addressing Cultural & Linguistic Diversity in Special Education: Issues & Trends. Council Exceptional Children, 1994.

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20

Carol, Blackshire-Belay, ed. The Germanic mosaic: Cultural and linguistic diversity in society. Greenwood Press, 1994.

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21

Goldstein, Brian. Cultural & Linguistic Diversity Resource Guide For Speech-Language Pathologists. Singular, 2000.

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22

Faculty and student challenges in facing cultural and linguistic diversity. Charles C. Thomas, 1993.

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23

Ila, Parasnis, ed. Cultural and language diversity and the deaf experience. Cambridge University Press, 1998.

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24

Isaac, Kim. SPEECH PATHOLOGY IN CULTURAL AND LINGUISTIC DIVERSITY: (Methods of Communication Disorders). Whurr Pub Ltd, 2002.

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25

B, Garcia Shernaz, and Council for Exceptional Children. Division for Culturally and Linguistically Diverse Exceptional Learners., eds. Addressing cultural and linguistic diversity in special education: Issues and trends. Division for Culturally and Linguistically Diverse Exceptional Learners, a division of the Council for Exceptional Children, 1994.

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26

New Voices: Guide to Cultural and Linguistic Diversity in Early Childhood. Brookes Publishing, 2010.

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27

First Steps Project (W.A.) and Western Australia. Education Dept., eds. Supporting linguistic and cultural diversity through First Steps: The Highgate project. The Department, 1994.

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28

Glaser, Konstanze. Minority Languages and Cultural Diversity in Europe: Gaelic and Sorbian Perspectives (Linguistic Diversity and Language Rights). Multilingual Matters Limited, 2007.

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29

Cooperative Learning: A Response to Linguistic and Cultural Diversity (Language in Education). Center for Applied Linguistics, 1995.

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30

1946-, García Eugene E., ed. Meeting the challenge of linguistic and cultural diversity in early childhood education. Teachers College Press, 1995.

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31

C, Waxman Hersholt, Tharp Roland G. 1930-, and Hilberg R. Soleste 1959-, eds. Observational research in U.S. classrooms: New approaches for understanding cultural and linguistic diversity. Cambridge University Press, 2004.

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32

Blackshire-Belay, Carol Aisha. The Germanic Mosaic: Cultural and Linguistic Diversity in Society (Contributions in Ethnic Studies). Greenwood Press, 1993.

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33

(Editor), Hersh C. Waxman, Roland G. Tharp (Editor), and R. Soleste Hilberg (Editor), eds. Observational Research in U.S. Classrooms: New Approaches for Understanding Cultural and Linguistic Diversity. Cambridge University Press, 2004.

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34

(Editor), Hersh C. Waxman, Roland G. Tharp (Editor), and R. Soleste Hilberg (Editor), eds. Observational Research in U.S. Classrooms: New Approaches for Understanding Cultural and Linguistic Diversity. Cambridge University Press, 2004.

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35

Judith, Bernhard, ed. Paths to equity: Cultural, linguistic and racial diversity in Canadian early childhood education. York Lanes Press, 1995.

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36

Minority Languages And Cultural Diversity in Europe: Gaelic And Sorbian Perspectives (Liguistic Diversity and Language Rights). Multilingual Matters Limited, 2007.

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37

Sharing a World of Difference: The Earth's Linguistic, Cultural and Biological Diversity (Teacher's Library). Unesco, 2003.

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38

Castro, Dina C., Betsy Ayankoya, and Christina Kasprzak. New Voices ~ Nuevas Voces Facilitator's Guide to Cultural and Linguistic Diversity in Early Childhood. Brookes Publishing, 2010.

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39

Ila, Parasnis, ed. Cultural and language diversity and the deaf experience. Cambridge University Press, 1996.

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40

Mufwene, Salikoko S. Population Movements, Language Contact, Linguistic Diversity, Etc. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190657543.003.0018.

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This chapter argues that languages move with people for various reasons, including nomadism, long-distance trade, colonization, exile and refuge, and deportations. While not necessarily mutually exclusive, these categories enable a better understanding of the differential evolution of languages at home and in the diasporas, owing to differing population structures and other ecological conditions resulting from different kinds of migrations within, into, and out of Africa in particular. In contrast with the fragility of its languages in the diaspora, the continent has been remarkable for the resilience of its indigenous vernaculars relative to the prestigious European colonial languages and the urban varieties that European colonization generated. This resilience is due to the division of labor in communicative functions as well as to stagnation of African economies, both of which have sustained multilingualism through socioeconomic and cultural segregation. From this theoretical foundation, the chapter then engages with the previous contributions to the volume.
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41

Imagining Multilingual Schools: Languages in Education and Glocalization (Linguistic Diversity and Language Rights). Multilingual Matters Limited, 2006.

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42

Ali, Karimi. Part 5 Liberty, Equality, and The Rights of Minorities, 5.4 Linguistic and Cultural Rights in the Arab Constitutions: From Arabism to Linguistic and Cultural Diversity. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780190627645.003.0031.

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43

(Editor), Ofelia Garcia, Tove Skutnabb-Kangas (Editor), and Maria E. Torres-Guzman (Editor), eds. Imagining Multilingual Schools: Language in Education And Glocalization (Linguistic Diversity and Language Rights). Multilingual Matters Limited, 2006.

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44

(Firm), Success Works, and Victoria. Dept. of Human Services., eds. Report on cultural and linguistic diversity and drug treatment services: Prepared by Success Works, Pty, Ltd. Drug Treatment Services Unit, Aged, Community and Mental Health Branch Division, Dept. of Human Services, 1998.

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45

(Firm), Success Works, and Victoria. Dept. of Human Services., eds. Report on cultural and linguistic diversity and drug treatment services: Prepared by Success Works, Pty, Ltd. Drug Treatment Services Unit, Aged, Community and Mental Health Branch Division, Dept. of Human Services, 1998.

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46

Marten, Heiko F., Michael Rießler, and Janne Saarikivi. Cultural and Linguistic Minorities in the Russian Federation and the European Union: Comparative Studies on Equality and Diversity. Springer, 2015.

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47

Toivanen, Reetta, Heiko F. Marten, Michael Rießler, and Janne Saarikivi. Cultural and Linguistic Minorities in the Russian Federation and the European Union: Comparative Studies on Equality and Diversity. Springer, 2015.

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48

Cultural and Linguistic Minorities in the Russian Federation and the European Union: Comparative Studies on Equality and Diversity (Multilingual Education Book 13). Springer, 2015.

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49

Proust, Joëlle, and Martin Fortier, eds. Metacognitive Diversity. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.001.0001.

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This book focuses on the variability of metacognitive skills across cultures. Metacognition refers to the processes that enable agents to contextually control their first-order cognitive activity (e.g. perceiving, remembering, learning, or problem-solving) by monitoring them, i.e. assessing their likely success. It is involved in our daily observations, such as “I don’t remember where my keys are,” or “I understand your point.” These assessments may rely either on specialized feelings (e.g. the felt fluency involved in distinguishing familiar from new environments, informative from repetitive messages, difficult from easy cognitive tasks) or on folk theories about one’s own mental abilities. Variable and universal features associated with these dimensions are documented, using anthropological, linguistic, neuroscientific, and psychological evidence. Among the universal cross-cultural aspects of metacognition, children are found to be more sensitive to their own ignorance than to that of others, adults have an intuitive understanding of what counts as knowledge, and speakers are sensitive to the reliability of informational sources (independently of the way the information is linguistically expressed). On the other hand, an agent’s decisions to allocate effort, motivation to learn, and sense of being right or wrong in perceptions and memories (and other cognitive tasks) are shown to depend on specific transmitted goals, norms, and values. Metacognitive variability is seen to be modulated (among other factors) by variation in attention patterns (analytic or holistic), self-concepts (independent or interdependent), agentive properties (autonomous or heteronomous), childrearing style (individual or collective), and modes of learning (observational or pedagogical). New domains of metacognitive variability are studied, such as those generated by metacognition-oriented embodied practices (present in rituals and religious worship) and by culture-specific lay theories about subjective uncertainty and knowledge regarding natural or supernatural entities.
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50

Unesco, ed. Tots som diferents: Textos normatius de la UNESCO sobre diversitat cultural i lingüística = Todos somos diferentes : textos normativos de la UNESCO sobre diversidad cultural y lingüística = We are all different : UNESCO normative texts on cultural and linguistic diversity. Angle Editorial, 2006.

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