By James Simpson, Anne Whiteside
Adult Language schooling and Migration: difficult Agendas in coverage and Practice offers a full of life and important exam of coverage and perform in language schooling for grownup migrants world wide, exhibiting how possibilities for studying the language of a brand new nation either form and are formed through coverage strikes. Language rules for migrants are frequently arguable and hotly contested, yet even as cutting edge instructing practices are rising based on the language studying wishes of today’s cellular populations.
- analyses and demanding situations language schooling rules in terms of grownup migrants in 9 nations;
- provides a comparative learn with separate chapters on coverage and perform in each one kingdom;
- focuses on Australia, Canada, Spain (Catalonia), Finland, France, eire, the Netherlands, the united kingdom and the united states.
Adult Language schooling and Migration is crucial studying for practitioners, scholars and researchers operating within the zone of language schooling in migration contexts.
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Additional info for Adult Language Education and Migration: Challenging agendas in policy and practice
Albert Branchadell, in his chapter on language policy in Catalonia, notes parallels and differences between his context and Quebec. Like Quebec, Catalonia has a status as an autonomous region (or ‘minority nation’) within the sovereign state (in this case, Spain). Unlike Quebec though, it has no specific control over matters of immigration. A very strong ideology, however, promotes Catalan as the language of Catalonian unity, driving regional demands that newcomers should learn the language, a move somewhat undermined by Catalan’s status as a language of affiliation rather than one of habitual use.
The AMEP began first in settlement camps in Australia and subsequently also in countries of origin and on the boats bringing refugees and migrants to Australia from war-torn and later low income Europe. In 1951 all States formally agreed to work with the Commonwealth government to implement the AMEP, which meant that the State Departments of Education delivered the program and the Commonwealth covered their costs (see Martin 1999: 6ff). As the need for migrants to support economic and industrial growth became more generally accepted, so too did the pragmatically based 24 Howard Nicholas tolerance of linguistic and cultural diversity within the program, even if not within the wider community, at least initially.
In 1905 the Act was amended to permit the test to be administered in ‘any prescribed language’, which while on the one hand appearing to be more inclusive, on the other hand only increased the capacity of assessing officers to choose a language not spoken by the particular applicant (Parliament of Australia 2012). A similar disingenuous phrasing was used during the First World War in efforts in various states to prevent German–English bilingual schools from continuing to operate as they had, in some cases, for more than fifty years.
Adult Language Education and Migration: Challenging agendas in policy and practice by James Simpson, Anne Whiteside