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Paperback. Condición: New. This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods. It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education.The four stakeholder resource chapters in Part 2 have been made Open Access under a CC BY NC ND licence to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education. To access the chapters please see the following links:Chapter 11: Ivana Espinet, Kate Menken and Imee Hernandez: Nice-White-Parent Gentrification of a New York City Middle School: The French Dual Language Program at the School for International Studieshttps://zenodo.org/records/10519199Chapter 12: Nelson Flores: Nice White Parents and Dual Language Educationhttps://zenodo.org/records/10519269Chapter 13: Deb Palmer, Emily Crawford-Rossi, Lisa Dorner, Claudia G. Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educatorshttps://zenodo.org/records/10519319 Chapter 14: Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policieshttps://zenodo.org/records/10519390.…

Paperback. Condición: New. This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods. It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education.The four stakeholder resource chapters in Part 2 have been made Open Access under a CC BY NC ND licence to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education. To access the chapters please see the following links:Chapter 11: Ivana Espinet, Kate Menken and Imee Hernandez: Nice-White-Parent Gentrification of a New York City Middle School: The French Dual Language Program at the School for International Studieshttps://zenodo.org/records/10519199Chapter 12: Nelson Flores: Nice White Parents and Dual Language Educationhttps://zenodo.org/records/10519269Chapter 13: Deb Palmer, Emily Crawford-Rossi, Lisa Dorner, Claudia G. Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educatorshttps://zenodo.org/records/10519319 Chapter 14: Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policieshttps://zenodo.org/records/10519390.…

Encuadernación de tapa dura. Condición: Nuevo. Estado de la sobrecubierta: Nuevo. 1ª Edición. En agosto de 2007, un grupo de escritores y periodistas realizaron a bordo del velero ruso MIR el trayecto marítimo peninsular del camino de Santiago. Este libro es la crónica de ese viaje, a través de las miradas de quienes lo realizaron. Así, un plantel compuesto por peregrinos, escritores y periodistas surcó parte del Mediterráneo y el Atlántico a bordo del Mir, buque escuela ruso, repitiendo el recorrido mítico del cuerpo del apóstol Santiago en la barca de pedra. El viaje, organizado en seis etapas, duró trece días. Participaron más de 100 personas y se recorrieron 1.267 millas náuticas. Con mucho entusiasmo, el Mir, uno de los veleros más grandes del mundo, partió de Valencia y atracó en los puertos de Cartagena, Málaga, Cádiz, Lisboa y Vilagarcía de Arousa. De allí, el grupo remontó la ría en catamarán hasta Padrón para hacer la última noche. Con las primeras luces del alba, se emprendió el tramo final de esta peregrinación: caminar los 20 kilómetros que separan esta ciudad de la catedral de Santiago de Compostela. Atrás quedan muchas historias -reales y de ficción- y simpáticas anécdotas para contar. Muy buena letra tipográfica sobre papel ahuesado. Cuajado de bellas ilustraciones a colores y retratos fotográficos. Perfecto estado de conservación, nuevo. Fotografías: Iago RV, Luis Vera. (ilustrador).…

Paperback. Condición: new. Paperback. This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods. It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education.The four stakeholder resource chapters in Part 2 will be made Open Access to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education. We will link to the chapters here as soon as they are available. This book proposes solutions to the gentrification of dual language, bilingual and immersion education in diverse contexts. The research draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

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Condición: New. 2024. paperback. . . . . . Books ship from the US and Ireland.

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Condición: Como nuevo. 4to. 588 pp. + 1 h. . Encuadernación editorial. Numerosas ilustraciones. Como nuevo.

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Paperback. Condición: Brand New. 328 pages. 9.21x6.15x0.67 inches. In Stock.

Hardcover. Condición: Very Good. 2021 Cambridge University Press hardcover edition. Light reading wear else very good condition. Contents: 1 The Evolving Image of the Araucania and Its Conquistadors in Valdivia's Cartas de Relacion and Vivar's Cronica y relacion copiosa y verdadera de los reinos de Chile, 2 Alonso de Ercilla's La Araucana and Pedro de Ona's Arauco domado in the National Imaginary, 3 Writing while Walking: Alonso Ovalle and the Construction of the World's End Narrative in An Historical Relation of the Kingdom of Chile (1646), 4 Empathy with the Mapuche: Rosales's Manifesto apologetico and Pineda y Bascunan's Cautiverio feliz, 5 Subalterns Find Their Voice: Testimonies by Black and Indigenous Women and Writings by Nuns during the Colonial Period, 6 Rosario Orrego Castaneda (1831/4-1879) and the Proto-Feminist Writing Scene, 7 The Feuilleton Tradition: Popular Literature Aimed at the Urban Reader, 8 Historical Novel: Independence, the War of the Pacific, and 1891 Chilean Civil War Readings, 9 From the Public to the Private: Autobiographies, Collections of Letters, Memoirs, and Diaries as Intimate Descriptions of the Formation of the Republic, 10 Literature and Literary Markets, 11. Modernization and Culture, 12 Gabriela Mistral, Chilean Women Writers, and Intersectionality, 13 The Verse as Being in the World: Chilean Poetry before, during, and after Pablo Neruda, 14 Mapuche Poetry: Self-Definitions and Representation of Chilean Cultures, 15 The Translation Origins of Literary Mapuche Aesthetics, 16 The Theatrical Trends and Social Changes in Chile, 1910-2018, 17 Jewish Voices, Chilean Literature, 18 Chilean Arabic Writing: A Desire for Integration into Mainstream Society, 19 Asian-Chilean Writing and Film, and Chilean Orientalism, 20 Croatian-Chilean Literature: Oscar Barrientos Bradasic and Christian Formoso Bavich, 21 Chilean-American Writing since September 11, 1973, 22 LGBTQ Writing and Cultural Consciousness in Chile, 23 Permutations of Selfhood in the Work of Jose Donoso, 24 Isabel Allende, the Post-Boom, and Chilean Exile Literature, 25 Roberto Bolano: His Fiction of History, History of His Fiction, 26 Alejandro Zambra and Recent Chilean Narrative: From the Political to Autobiografiction, 27 Film and Literature in Chile: The Emergence of a Cultural Field, 28 Violence and Memory: Human Rights, Redemocratization, and Literary Culture in Chile, 29 Chilean Digital Literature, 30 Detectives at the End of the World: Approaches in Twentieth-Century Chilean Literary Critique.…

Paperback. Condición: New. This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods. It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education.The four stakeholder resource chapters in Part 2 have been made Open Access under a CC BY NC ND licence to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education. To access the chapters please see the following links:Chapter 11: Ivana Espinet, Kate Menken and Imee Hernandez: Nice-White-Parent Gentrification of a New York City Middle School: The French Dual Language Program at the School for International Studieshttps://zenodo.org/records/10519199Chapter 12: Nelson Flores: Nice White Parents and Dual Language Educationhttps://zenodo.org/records/10519269Chapter 13: Deb Palmer, Emily Crawford-Rossi, Lisa Dorner, Claudia G. Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educatorshttps://zenodo.org/records/10519319 Chapter 14: Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policieshttps://zenodo.org/records/10519390.…

Paperback. Condición: new. Paperback. This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods. It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education.The four stakeholder resource chapters in Part 2 will be made Open Access to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education. We will link to the chapters here as soon as they are available. This book proposes solutions to the gentrification of dual language, bilingual and immersion education in diverse contexts. The research draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…

Condición: Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.

Paperback. Condición: New. This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods. It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education.The four stakeholder resource chapters in Part 2 have been made Open Access under a CC BY NC ND licence to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education. To access the chapters please see the following links:Chapter 11: Ivana Espinet, Kate Menken and Imee Hernandez: Nice-White-Parent Gentrification of a New York City Middle School: The French Dual Language Program at the School for International Studieshttps://zenodo.org/records/10519199Chapter 12: Nelson Flores: Nice White Parents and Dual Language Educationhttps://zenodo.org/records/10519269Chapter 13: Deb Palmer, Emily Crawford-Rossi, Lisa Dorner, Claudia G. Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educatorshttps://zenodo.org/records/10519319 Chapter 14: Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policieshttps://zenodo.org/records/10519390.…