Introduction: multilingualism and education: the critical nexus
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The Sociopolitics of English Language Teaching
Section I Language politics, language practices, and English teaching: policy and ideology in the spread of English, James W. Tollefson linguistic human rights and teachers of English, Tove Skutnabb-Kangas official English and bilingual education, Susan J. Dicker non-native varieties and the sociopolitics of English proficiency assessment, Peter H. Lowenberg. Section II The social, cultural, and political dimensions of language education: the social politics and the cultural politics of language classroom, Alastair Pennycook educational malpractice and the miseducation of language minority students, John Baugh transforming the politics of schooling in the USA - a model for successful academic achievement for language minority students, Shelley Wong. Section III Possibilities for action: creating participatory learning communities, Elsa Auerbach exploring the spiritual moral dimension of teacher' classroom language policies, Ramona M. Cutri disciplinary knowledge as a foundation for teacher preparation, William Grabe, Fredericka L. Stoller and Christine Tardy becoming sociopolitically active, Linn E. Forhan and Mona Scheraga.
The General Theory of Relativity
THE WORD “SPECIAL” IN “SPECIAL THEORY OF RELATIVITY” means that the theory is restricted to those frames of reference for which the law of inertia holds, that is, inertial frames of reference.* Einstein sometimes referred to them as Galilean frames of reference. At first glance, it does not seem reasonable to expect that the principle of relativity can be extended to non-inertial frames. The reasons are fairly obvious. The principle of relativity that we have been using states that the laws of physics have the same form in all frames of reference to which the principle applies. In other words there should be no way to determine by an experiment which of two frames of reference is in motion relative to the other.