Detailanzeige
| Originaltitel |
Disability, inclusion and language-in-education policy in the Global South: the Colombian context |
|---|---|
| Paralleltitel | Posebne potrebe, inkluzija in vključenost jezikov v izobraževanju v državah tretjega sveta: kolumbijski kontekst |
| Autoren |
David, Rosa Dene  ;
Brown, Kimberley |
| Originalveröffentlichung | CEPS Journal 12 (2022) 4, S. 13-33 |
| Dokument | Volltext (433 KB) |
| Lizenz des Dokumentes | Deutsches Urheberrecht |
| Schlagwörter (Deutsch) | Behinderung; Inklusion; Englischunterricht; Fremdsprachenunterricht; Bildungssystem; Bildungspolitik; Schüler; Sonderpädagogischer Förderbedarf; Menschenrechte; Umsetzung; Chancengleichheit; Integrative Schule; Sozioökonomische Lage; Einstellung <Psy>; Bildungsreform; Indigenes Volk; Lehrerausbildung; Bildungsprogramm; Kolumbien |
| Teildisziplin | Sonderpädagogik Fachdidaktik/Sprache und Literatur |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 2232-2647; 22322647 |
| Sprache | Englisch |
| Erscheinungsjahr | 2022 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | This paper calls for a shift related to English language-in-education policy and inclusive education initiatives in Colombia to ensure that English language learners with disabilities receive equitable and inclusive classroom instruction that is context-appropriate. We call for English language initiatives and policies to draw from theories and practices from both the Global South and the Global North in order to teach towards inclusive education. Trends in both English language teaching and inclusive education have drawn upon the Global North for solutions, which cannot be systemised to fit one international standard. Instead, using the Colombian context as an example, the present paper suggests a localised approach to meeting the educational needs of English language learners that incorporates inclusive education at the institutional level. This model would favour the work of scholars within the region to ensure that all students receive equitable classroom instruction that builds in Global South epistemologies and localised ways of knowing. (DIPF/Orig.) |
| weitere Beiträge dieser Zeitschrift | CEPS Journal Jahr: 2022 |
| zusätzliche URLs | DOI: 10.26529/cepsj.1441 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
|
| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 14.02.2023 |
| Quellenangabe | David, Rosa Dene; Brown, Kimberley: Disability, inclusion and language-in-education policy in the Global South: the Colombian context - In: CEPS Journal 12 (2022) 4, S. 13-33 - URN: urn:nbn:de:0111-pedocs-260907 - DOI: 10.25656/01:26090 |
