Public policies for English teaching: an overview of Brazilian public network experience

Public policies for English teaching: an overview of Brazilian public network experience is the result of a diagnosis carried out by Move Social exclusively for the British Council. The publication is the first comprehensive study of how Brazilian states are creating baselines for compulsory English teaching and learning, investigating aspects such as level of structure and […]

Humanistic futures of learning: Perspectives from UNESCO Chairs and UNITWIN Networks

UNESCO’s Futures of Education initiative is generating global engagement and debate on education, learning and knowledge to inspire the multiple possible futures of humanity and of the planet. Based on the assumption that the complex challenges of today’s world require innovative solutions beyond established sectoral approaches and disciplinary boundaries, the UNESCO Chairs and UNITWIN Networks […]

English Language Learning in Latin America

English proficiency is increasingly necessary for business and international communication and, in that regard, linked with prospects for economic competitiveness and growth in the global economy. Interest in learning the language continues to grow throughout Latin America. The region has made considerable efforts to improve English language learning through policies and programs, resulting in more […]

Towards translanguaging with students at public school: multimodal and transcultural aspects in meaning making

The aim of this paper is to report on an experiment that approximates with translingual and multimodal practices in workshops about migration involving secondary public school students and to rethink its implications in relation to  the teaching of  English in contemporary transcultural landscape from a critical perspective. It is situated in a community project on […]

Immigrant children in public school: Perceptions of teachers

This article presents a qualitative study on the perceptions of teachers about immigrant or refugee children in public schools. It is based on the critical perspective of intercultural education and in the historical-cultural concept. Interviews were conducted between 2018 and 2019 with ten teachers of the first five years in a municipal elementary school in […]

For an analysis of the relations between low income families and school: confrontation between socializing logics

This article begins with the consideration that it is not only cultural and school capital which is in play in the schooling process. The practices of socialization of the families involved can be in consonance or in dissonance with the logic which organizes the daily school routine, favouring or not its working. The school is […]

Policies of the difference: Beyond the stereothypes in the educational practice

Questioning racism and the sociocultural discrimination processes, we discuss the issue of difference in education through recent studies focusing on the fields of ethnic, generational, and gender relationships as well as of physical and mental differences. Drawing on Bhabha, Pierucci, Scott, Skliar, as well as on young researchers who took part in the 25th Annual […]

Culturally Responsive Pedagogy Towards Equity and Inclusivity in Ontario Schools

Ontario’s Equity and Inclusive Education Strategy (2009) provides a framework for building an inclusive education system. The strategy identifies ways to remove discriminatory biases and barriers to student achievement and well-being that relate to ethnicity and race, faith, family structure and socio-economic status as well as to sexual orientation, ability and mental health. To support […]

Common European Framework of Reference for Languages: learning, teaching, assessment. Developing illustrative descriptors of aspects of mediation for the CEFR

This paper reports on a project of the Council of Europe’s Language Policy Programme (henceforth LPP) carried out between January 2014 and April 2016. The main aim of this project was to develop a descriptive scheme and illustrative descriptors for mediation, the fourth mode of language activity presented in the Common European Framework of Reference […]

Frankly speaking: reading the concept of “English as a lingua franca” within the National Common Core Curriculum in light of bakhtinian thought

This paper aims at analysing the concept of English as a Lingua Franca (ELF) which underlies the English language guidelines in the National Common Core Curriculum – Elementary Schools (BNCC). It starts with the presentation of the main definitions of such polemic and multivocal concept, with an emphasis on its first theorizations dated from the […]

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