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Diversity education in the MENA regionbridging the gaps in language learning /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Diversity education in the MENA regionedited by Hassan Abouabdelkader, Barry Tomalin.
其他題名:	bridging the gaps in language learning /
其他作者:	Abouabdelkader, Hassan.
出版者:	Cham :Springer Nature Switzerland :2023.
面頁冊數:	xxx, 375 p. :ill. (chiefly color), digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Multicultural educationMiddle East.
電子資源:	https://doi.org/10.1007/978-3-031-42693-3
ISBN:	9783031426933$q(electronic bk.)

Diversity education in the MENA regionbridging the gaps in language learning /
Diversity education in the MENA regionbridging the gaps in language learning /[electronic resource] :edited by Hassan Abouabdelkader, Barry Tomalin. - Cham :Springer Nature Switzerland :2023. - xxx, 375 p. :ill. (chiefly color), digital ;24 cm.

1. The Challenge of Diversity Education: Defending the Devil or Adjusting the Clock? -- Part I Diversity Management Education and Language Learning -- 2. Diversity in Tertiary Language Education -- 3. Representation, Engagement, and Expression in Moroccan Higher Education Curricula: Focus on Reading Comprehension -- 4. Encouraging Diversity and Student Engagement in the Classroom -- Part II The Impact of Diversity Education, Equity, and Inclusion on Language Learning -- 5. Towards the Construction of a Diversity Education Landscape in Moroccan Higher Education Language Curricula -- 6. Sustainable Policies and Strategies in the Mena Region for Teaching English as a Foreign Language -- 7. Diversity of ELT in Omani Higher Education -- Part III Language Education Curricula, Inclusion, and Social Mobility in MENA -- 8. Linguistic Diversity in Education: The Case of Israel -- 9. Students' and Teachers' Perceptions of Diversity Education in Moroccan Higher Education Language Curricula: A Case Study -- 10. How Culturally Diverse Is the Virtual Space? Towards Inclusive Pedagogy: A Case Study at the Arab Open University -- Part IV Diversity Education and Intercultural Communication Issues in Language Learning in the MENA Region -- 11. The Mediatization of Education: Classroom Mediation as an Agent of Change in Middle Eastern Higher Education Systems -- 12. When Inequalities Are Reversed: Algeria's Gender Inequity in Education -- Part V Sustainability: Student Potential and Communication Ability in the Balance -- 13. Diversity and Inclusivity in Tertiary Language Education-The Case of Turkey-Turkiye -- 14. Understanding and Maximizing Diversity Education in the MENA Region -- 15. Conclusion: The Way Forward.

This book outlines a landscape of diversity education in the MENA region and its repercussions on learners' abilities, outcomes, and prospects. It addresses the concerns of language educators, curriculum designers, language education researchers, students and trainers. Theoretically, the issues of diversity, inclusion and equity share common principles and insights; yet they are not conceived of in this book as interchangeable. These subtle distinctions, as delineated in this book, show that they are complementary and include the principles of quality education which leverage human rights, sustainability and promotion of the human capital. What makes this book distinctive is that it reconsiders the existing pedagogical trends in terms of the current social upheavals, and with reference to the principles of development and progress needed in twenty-first century education.

ISBN: 9783031426933$q(electronic bk.)

Standard No.: 10.1007/978-3-031-42693-3doiSubjects--Topical Terms:

963713
Multicultural education
--Middle East.

LC Class. No.: LC1099.5.M628

Dewey Class. No.: 370.1170956

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505 0 $a 1. The Challenge of Diversity Education: Defending the Devil or Adjusting the Clock? -- Part I Diversity Management Education and Language Learning -- 2. Diversity in Tertiary Language Education -- 3. Representation, Engagement, and Expression in Moroccan Higher Education Curricula: Focus on Reading Comprehension -- 4. Encouraging Diversity and Student Engagement in the Classroom -- Part II The Impact of Diversity Education, Equity, and Inclusion on Language Learning -- 5. Towards the Construction of a Diversity Education Landscape in Moroccan Higher Education Language Curricula -- 6. Sustainable Policies and Strategies in the Mena Region for Teaching English as a Foreign Language -- 7. Diversity of ELT in Omani Higher Education -- Part III Language Education Curricula, Inclusion, and Social Mobility in MENA -- 8. Linguistic Diversity in Education: The Case of Israel -- 9. Students' and Teachers' Perceptions of Diversity Education in Moroccan Higher Education Language Curricula: A Case Study -- 10. How Culturally Diverse Is the Virtual Space? Towards Inclusive Pedagogy: A Case Study at the Arab Open University -- Part IV Diversity Education and Intercultural Communication Issues in Language Learning in the MENA Region -- 11. The Mediatization of Education: Classroom Mediation as an Agent of Change in Middle Eastern Higher Education Systems -- 12. When Inequalities Are Reversed: Algeria's Gender Inequity in Education -- Part V Sustainability: Student Potential and Communication Ability in the Balance -- 13. Diversity and Inclusivity in Tertiary Language Education-The Case of Turkey-Turkiye -- 14. Understanding and Maximizing Diversity Education in the MENA Region -- 15. Conclusion: The Way Forward.
520 $a This book outlines a landscape of diversity education in the MENA region and its repercussions on learners' abilities, outcomes, and prospects. It addresses the concerns of language educators, curriculum designers, language education researchers, students and trainers. Theoretically, the issues of diversity, inclusion and equity share common principles and insights; yet they are not conceived of in this book as interchangeable. These subtle distinctions, as delineated in this book, show that they are complementary and include the principles of quality education which leverage human rights, sustainability and promotion of the human capital. What makes this book distinctive is that it reconsiders the existing pedagogical trends in terms of the current social upheavals, and with reference to the principles of development and progress needed in twenty-first century education.
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