This book evaluates the implicit and nuanced meanings embedded in Vietnamese picturebooks and explores the intricate cultural aspects they portray. Through meticulous research, the contributors of this pioneering book unveil the values of contemporary Western analytical frameworks while identifying their limitations. By combining East Asian philosophies with captivating visual texts, this groundbreaking work offers reliable theoretical and practical resources, enabling a profound exploration of Vietnamese culture. This book is more than just a contribution to academia, it’s also a tool for Asia Literacy, enabling intercultural understanding. It also serves as a vital connection to the cultural heritage of Vietnamese children, both at home and abroad. By cultivating positive perceptions of Vietnamese culture among non-Vietnamese children, it aspires to create a society built on harmony, equality, and love.

This book evaluates the implicit and nuanced meanings embedded in Vietnamese picturebooks and explores the intricate cultural aspects they portray. Through meticulous research, the contributors of this pioneering book unveil the values of contemporary Western analytical frameworks while identifying their limitations. By combining East Asian philosophies with captivating visual texts, this groundbreaking work offers reliable theoretical and practical resources, enabling a profound exploration of Vietnamese culture. This book is more than just a contribution to academia, it's also a tool for Asia Literacy, enabling intercultural understanding. It also serves as a vital connection to the cultural heritage of Vietnamese children, both at home and abroad. By cultivating positive perceptions of Vietnamese culture among non-Vietnamese children, it aspires to create a society built on harmony, equality, and love.

This book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners’ own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.

CSA Sociological Abstracts abstracts and indexes the international literature in sociology and related disciplines in the social and behavioral sciences. The database provides abstracts of journal articles and citations to book reviews drawn from over 1,800+ serials publications, and also provides abstracts of books, book chapters, dissertations, and conference papers.

This book establishes the ground for a dialogue in children's literature scholarship between East and West about subjectivity, selfhood, and identity. Essays explore the theoretical concerns of globalization, multi-culturalism, and glocalization and cover children's literature and film in Japan, India, Pakistan, Korea, Vietnam, Taiwan, Australia, Thailand, and the Philippines.

Globalization, migration, transnational movements and the development of the tiger economies of Asia have led education leaders and policy makers around the world but particularly in Australia, the USA, Canada, and New Zealand to view schools as key sites for developing ‘globally competent’, ‘Asia literate’ citizens who have the capabilities to live, work and interact with the peoples, cultures and societies of Asia. In what has been dubbed the ‘Asian Century’, nations are increasingly seeking to transform their schooling policies, curricula, and teaching workforces to engage with the growing influence of the peoples, cultures and societies both within and beyond Asia. This is the first book to subject to critical scrutiny and analysis the concepts, policies and practices of schooling involved in building intercultural relations with the diverse contemporary manifestations of ‘Asia’. It brings into dialogue scholars who are at the forefront of current thinking, policy and practice on Asia-related schooling, and contributes to a broader, international debate about the future shape of intercultural schooling in a global world. Asia Literate Schooling in the Asian Century offers chapters on: • Learning Asia: In search of a new narrative • Asia Literacy as Experiential Learning • Professional Standards and Ethics in Teaching Asia Literacy • The Feasibility of Implementing Cross-Curricular Studies of Asia • Deparochialising Education and the Asian Priority: A Curriculum (Re)Imagination This book will appeal to scholars and practitioners in Education, and is suitable as a reference for teacher education courses. It will also interest scholars specialising in Asian Studies.

Literacy has traditionally been associated with the linguistic and functional ability to read and write. Although literacy, as a fundamental issue in education, has received abundant attention in the last few decades, most publications to date have focused on monolingual classrooms. Language teacher educators have a responsibility to prepare teachers to be culturally responsive and flexible so they can adapt to the range of settings and variety of learners they will encounter in their careers while also bravely questioning the assumptions they are encountering about multilingual literacy development and instruction. The Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms is an essential scholarly publication that explores the multifaceted nature of literacy development across the lifespan in a range of multilingual contexts. Recognizing that literacy instruction in contemporary language classrooms serving diverse student populations must go beyond developing reading and writing abilities, this book sets out to explore a wide range of literacy dimensions. It offers unique perspectives through a critical reflection on issues related to power, ownership, identity, and the social construction of literacy in multilingual societies. As a resource for use in language teacher preparation programs globally, this book will provide a range of theoretical and practical perspectives while creating space for pre- and in-service teachers to grapple with the ideas in light of their respective contexts. The book will also provide valuable insights to instructional designers, curriculum developers, linguists, professionals, academicians, administrators, researchers, and students.

Recent scholarship on children’s literature displays a wide variety of interests in classic and contemporary children’s books. While environmental and ecological concerns have led to an interest in ‘ecocriticism’, as yet there is little on the significance of the ecological imagination and experience to both the authors and readers – young and old – of these texts. This edited collection brings together a set of original international research-based chapters to explore the role of children’s literature in learning about environments and places, with a focus on how children’s literature may inform and enrich our imagination, experiences and responses to environmental challenges and injustice. Contributions from Australia, Canada, USA and UK explore the diverse ways in which children’s literature can provide what are arguably some of the first and possibly most formative engagements that some children might have with ‘nature’. Chapters examine classic and new storybooks, mythic tales, and image-based and/or written texts read at home, in school and in the field. Contributors focus on exploring how children’s literature mediates and informs our imagination and understandings of diverse environments and places, and how it might open our eyes and lives to other presences, understandings and priorities through stories, their telling and re-telling, and their analysis. This book was originally published as a special issue of Environmental Education Research.