Titlebook: Language Racism; Jean-Jacques Weber Book 2015 Palgrave Macmillan, a division of Macmillan Publishers Limited 2015 language.race.racism.ide

habitat

或者發(fā)神韻

cleaver

極小

How Not to Be a Language Racistneity; taking a social constructivist view of identity; linking integration to an ideal of social justice and educational equity; supporting flexible multilingual education for all children and working together to break down the walls of ethnic and racial prejudice.

ZEST

The Language Racistke an omniscient narrator, Weber steps into the Little Man’s shoes, enters his mind, shares his thoughts and fears, and attempts to understand how he thinks and feels. In other words, the chapter endeavours to understand the Little Man’s world-view from the inside, as it were. The reason is that a d

滔滔不絕地說(shuō)

SUGAR

Language and Identityes the most deep-seated identity layers in terms of Williams’ concept of ‘structures of feeling’. More specifically, Weber looks at ethnic and national, as well as religious and linguistic identity. A focus of the chapter is on categorization, labelling and the stereotyping of other people. The exam

辭職

Lacerate

Language and Culturest-century Western world is marked by a ‘language racist’ culture that is built around a Manichean differentiation of people into ‘us’ vs. ‘them’, as well as ‘integrated’ vs. ‘non-integrated’. The chapter also explores how some people can be both tolerant and racist at the same time and uses an exam

上流社會(huì)

Language and Educationcational failure of many language minority students in the education systems of Western Europe and the United States needs to be blamed, not on the students, but on the system itself. Furthermore, he argues that flexible multilingual education is a more promising alternative than mother tongue educa