Relevant bibliographies by topics / Language policy – Education (Secondary) – Namibia / Books
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Books on the topic 'Language policy – Education (Secondary) – Namibia'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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1

Harris, Priscilla G. Language in schools in Namibia: The missing link in educational achievement? Urban Trust of Namibia, 2011.

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2

el-Rahman, Marʻi Abd, ed. Language education policy: The Arab minority in Israel. Kluwer Academic Publishers, 2002.

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3

Harlech-Jones, B. You taught me language: The implementation of English as a medium of instruction in Namibia. Oxford University Press, 1990.

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4

Edwards, J. David. Federal funding for foreign language and international education in elementary and secondary schools. National Council on Foreign Language & International Studies, 1985.

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5

Roy-Campbell, Zaline M. Language crisis in Tanzania: The myth of English versus education. Mkuki Na Nyota Publishers, 1997.

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6

Borovyk, Anatoliĭ. Ukraïnizat︠s︡ii︠a︡ zahalʹnoosvitnikh shkil za chasiv vybori︠u︡vanni︠a︡ derz︠h︡avnosti, 1917-1920 rr. KP Vydavnyt︠s︡tvo "Chernihivsʹki oberehy", 2008.

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7

Mikow-Porto, Victoria A., Donna Nalley, Karen DeMeester, and Shelley Call. English language learners in the Southeast: Research, policy & practice. SERVE, 2004.

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8

Dumont, Pierre. La politique linguistique et culturelle de la France en Turquie: Essai. L'Harmattan, 1999.

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9

Cardinale, Ugo. A scuola d'italiano a 150 anni dall'unità: Più lingua, più letteratura, più lessico : tre obiettivi per l'italiano d'oggi nella scuola secondaria superiore. Il mulino, 2011.

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10

Education, Ontario Ministry of. Business Studies: Intermediate and Senior Divisions and Oacs : Policy For Program Planning and Delivery. s.n, 1986.

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11

Business studies: Policy for program planning and delivery : intermediate and senior divisions and OACS, 1986. Ministry of Education, 1986.

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12

Improving the literary skills of children and young adults: Hearing before the Subcommittee on Early Childhood, Elementary and Secondary Education, Committee on Education and Labor, U.S. House of Representatives, One Hundred Eleventh Congress, first session, hearing held in Washington, DC, November 19, 2009. U.S. G.P.O., 2010.

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13

United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education. Hearing on bilingual education: Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives, One Hundred Third Congress, first session, hearing held in Washington, DC, July 22, 1993. U.S. G.P.O., 1994.

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14

Moklak, Jarosław. W walce o tożsamość Ukraińców: Zagadnienie języka wykładowego w szkołach ludowych i średnich w pracach galicyjskiego Sejmu Krajowego, 1866-1892. Tow. Wydawnicze Historia Iagellonica, 2004.

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15

Impact of No Child Left Behind on English language learners: Hearing before the Subcommittee on Early Childhood, Elementary and Secondary Education, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, first session, hearing held in Washington, D.C., March 23, 2007. U.S. G.P.O., 2007.

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16

Hanʼguk sosŏl ŭi pundan iyagi. Chʻaek Sesang, 2006.

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17

Amara, M., and Abd Al-Rahman Mar'i. Language Education Policy: The Arab Minority in Israel (Language Policy). Springer, 2002.

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18

Lee, Tony Tung Kiu. The debate on change of medium of instruction in Hong Kong secondary schools. 2003.

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19

Secondary School English Education in Asia: From Policy to Practice. Taylor & Francis Group, 2015.

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20

Spolsky, Bernard, and Kiwan Sung. Secondary School English Education in Asia: From Policy to Practice. Taylor & Francis Group, 2017.

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21

WRITING POLICY IN ACTION(SEE NOTE) (English, Language, and Education Series). Open University, 1991.

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22

Teacher Collaboration And Talk In Multilingual Classrooms (Bilingual Education and Bilingualism). Multilingual Matters Limited, 2005.

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23

Creese, Angela. Teacher Collaboration and Talk in Multilingual Classrooms (Bilingual Education and Bilingualism). Multilingual Matters Limited, 2005.

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24

Teacher Collaboration And Talk In Multilingual Classrooms (Bilingual Education and Bilingualism, 51). Multilingual Matters Limited, 2005.

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25

Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners - Loyola Marymount University, 2021. http://dx.doi.org/10.15365/ceel.publication.2021.0002.

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Leveraging Equity and Excellence for English Learners: An Annotated Bibliography is comprised of 320 annotations from both recent and seminal literature (released between 1992–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university partnerships, digital learning, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.
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26

Ayyar, R. V. Vaidyanatha. The Early Years of Republic. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199474943.003.0001.

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The chapter is a prologue to the main narrative of the book. It offers an evaluation of Macaulay’s minute which paved the way for introduction of modern education in India, the idea of National System Of Education which dominated Indian thinking on education for over sixty years from the Partition of Bengal (1905) to the Kothari Commission (1964), and the division of responsibility between the Central and Provincial Governments for educational development during British Raj. It offers a succinct account of the key recommendations of the landmark Sarjent Committee on Post-War Educational Development, the Radhakrishnan Commission on University Development, and the Mudaliar Commission on Secondary Education, of the drafting history of the provisions relating to education in the Constitution, the spectacular expansion of access after Independence, the evolution of regulatory policies and institutions like the University Grants Commission (UGC), and of the delicate compromise over language policy.
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