TY  - BOOK
AU  - Hamilton,Mary
AU  - Maddox,Bryan
AU  - Addey,Camilla
TI  - Literacy as numbers: researching the politics and practices of international literary assessment 
T2  - The Cambridge education research series
SN  - 1107525179
AV  - LB3051 .L58 2015
U1  - 371.26 23
PY  - 2015///
CY  - Cambridge, United Kingdom
PB  - Cambridge University Press
KW  - Educational tests and measurements
KW  - Literacy programs
N1  - Includes bibliographical references and index; Acknowledgements --; Notes on contributors --; Series editors' preface --; Introduction; Peter Pericles --; 1; Mainstreaming plurilingualism - restructuring heritage language provision in schools; Jim Cummings --; 2; Teaching heritage language learners - a study of programme profiles, practices and needs; Maria Carreira --; 3; Rethinking heritage languages - ideologies, identities, practices and priorities in Canada and China; Patricia A. Duff and Duanduan Li --; 4; The place of heritage languages in language education in Australia - a conceptual challenge; Angela Scarino --; 5; Courses in the language and culture of origin and their impact on youth development in cultural transition - a study amongst immigrant and dual-heritage youth in Switzerland; Elena Makarova --; 6; Language policies in the context of Australian civic pluralism; Eugenia Arvanitis, Mary Kalantzis and Bill Cope --; 7; Communities taking the lead - mapping heritage language education assets; Themistoklis Aravossitas --; 8; Overcoming challenges of language choice in heritage language development amongst multilingual immigrant families; James C. Kigamwa --; 9; The impact of the CEFR on Canada's linguistic plurality - a space for heritage languages?; Enrica Piccardo --; 10; Strengthening our teacher community - consolidating a 'signature pedagogy' for the teaching of Spanish as heritage language; María Luisa Parra --; 11; Canada's 'other' language - the role of non-official languages in ethnic persistence; Jack Jedwab --; 12; Rethinking heritage language in a critical pedagogy framework; Panayota Gounari
N2  - "This book enquires into the politics and practices of international literacy assessment programmes, exploring how the internationally comparable numbers, now so heavily relied on in national policy are produced, and how they are shaping our understanding of the meanings and purposes of literacy. The collection brings together leading international academics in this field and representatives from key policy and literacy assessment institutions to identify a future research agenda for the field of International Assessment Studies. It illuminates the amount of (often invisible) work that goes on behind the scenes in producing the tests and the policies." --Publisher's website
ER  -