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Engaging pre-service English teachers with language policy

Teachers have the potential to be active agents in language policy and planning (LPP) processes when designing lessons or managing linguistic resources in their classrooms. A key consideration, then, is to guide pre-service educators towards an understanding of LPP principles and how they can be applied in practice. The present study documents an interactive LPP roleplay project that was designed

Foreign language education policy on the horizon

Language policy has developed into a major area of research that continues to expand and develop. This article examines potential directions for cross-pollination between the fields of language policy and foreign language education. First, publication trends are examined. Database searches were conducted for the journals Foreign Language Annals, Modern Language Journal, Current Issues in Language

Social studies education in ethnically diverse classrooms

Katarina BlennowDepartment of Educational Sciences, Lund UniversitySocial studies education in ethnically diverse classroomsThe present paper will discuss preliminary findings from an ongoing doctoral project. The project investigates how social studies education can be accomplished and how it is understood by teachers and students in ethnically diverse classrooms. The study focuses on questions a

The Gatekeeping of Social Science Education and the Struggle for Recognition in four Swedish Classrooms

This paper discusses social science education in four Swedish upper secondary schools as conceptualized – by teachers and students – and as carried out in the classroom. More specifically, it addresses education on migration, public international law and human rights in a classroom where about a third of the students have immigrant background. Analysing data collected through classroom observation

The rural transformation of the two rice bowls of Vietnam: the making of a new Asian miracle economy?

This paper assesses the factors driving inclusiveness in Vietnam's rural transformation by comparing the two rice deltas of the country since reunification in 1975. In order to achieve this, a pro-poor institutional development approach based on Adelman is applied. We focus on asset-oriented, demand-generating and price-increasing interventions. Our findings point out that the experienced growth m