Citation

Power Dynamics around a Plurilingual Project: Interest Divergence and Convergence in Luxembourgish Language-in-education Policy

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Abstract:

Relying on a critical race theoretical framework and its key concepts of interest divergence and convergence, this paper explores the contested dynamics of language in Luxembourgish education. It contrasts trends in national policy discourses with the politics and practices of a particular plurilingual project aiming for educational equity.
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Association:
Name: AAAL Annual Conference
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http://www.aaal.org


Citation:
URL: http://citation.allacademic.com/meta/p1200223_index.html
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MLA Citation:

Weber, Jean-Jacques. "Power Dynamics around a Plurilingual Project: Interest Divergence and Convergence in Luxembourgish Language-in-education Policy" Paper presented at the annual meeting of the AAAL Annual Conference, Portland Marriot Downtown Waterfront, Portland, Oregon, <Not Available>. 2017-07-22 <http://citation.allacademic.com/meta/p1200223_index.html>

APA Citation:

Weber, J. "Power Dynamics around a Plurilingual Project: Interest Divergence and Convergence in Luxembourgish Language-in-education Policy" Paper presented at the annual meeting of the AAAL Annual Conference, Portland Marriot Downtown Waterfront, Portland, Oregon <Not Available>. 2017-07-22 from http://citation.allacademic.com/meta/p1200223_index.html

Publication Type: Colloquium Paper
Abstract: Relying on a critical race theoretical framework and its key concepts of interest divergence and convergence, this paper explores the contested dynamics of language in Luxembourgish education. It contrasts trends in national policy discourses with the politics and practices of a particular plurilingual project aiming for educational equity.


Similar Titles:
Education policy reform in Japan and the United States: Diverging of converging?

What language-in-education policy models are desired for quality education of language minority students? Evidence from local stakeholder perspectives in northwest China

Racial/ethnic minorities, heritage language and power: How do Koreans in the U.S view Korean heriatage language education for their children in relation with power?


 
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