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Another aspect of ecolinguistics is linguistic diversity and the embedding of traditional environmental knowledge in local languages. In 1996, David Abram 's book, The Spell of the Sensuous: Perception and Language in a More-than-Human World, described how the wider environment (or 'the more than human world') shapes language in oral cultures ...
Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
One common example is the definition of nouns. Traditionally a noun is defined as a "person, place, or thing". While this definition captures much of what nouns are it does not incorporate all possible definitions and uses. For example, mental concepts such as "belief" or "idea" are also nouns but do not neatly fit the traditional definition.
The MLE program in Odisha has gained recognition as a sustained initiative in Asian countries, with representatives from seven Asian countries visiting the MLE schools to learn from their experiences and best practices. It stands as an example of successful multilingual education implementation in a region with significant linguistic diversity.
Multicultural education is a set of educational strategies developed to provide students with knowledge about the histories, cultures, and contributions of diverse groups. It draws on insights from multiple fields, including ethnic studies and women studies , and reinterprets content from related academic disciplines. [ 1 ]
The approach is characterized by two key aspects of literacy – linguistic diversity and multimodal forms of linguistic expressions and representation. It was coined in response to two major changes in the globalized environment. One such change was the growing linguistic and cultural diversity due to increased transnational migration. [2]
They worked on setting language teaching principles and approaches based on linguistic and psychological theories, but they left many practical details for others to develop. [7] The history of foreign-language education in the 20th century and the methods of teaching (such as those related below) might appear to be a history of failure.
Linguistic ecology has sometimes been described as a form of ecolinguistics (e.g., in Fill and Mühlhäusler). However, some studies in language ecology refer only to language within a social context and disregard the ecological context of the living ecosystems and physical environment that life depends on, so could be considered to be more sociolinguistic in nature.