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What is Majority World

Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development
The population count-based “Majority World” (Pence & Marfo, 2008 AU45: The in-text citation "Pence & Marfo, 2008" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ) label is used in place of traditional labels such as “Developing Nations.”
Published in Chapter:
Exploring the Interstices of Literate, Linguistic, and Cultural Diversity
Patriann Smith (University of Illinois at Urbana-Champaign, USA) and Alex Kumi-Yeboah (University at Albany – State University of New York, USA)
DOI: 10.4018/978-1-4666-8668-7.ch010
In this chapter, we examine an English-speaking Caribbean multilingual teacher's response to linguistic diversity by exploring his linguistic and literate experiences and responses to language in various geographical and social contexts. Through in-depth semi-structured topical interviews, we identified three distinct recursive “pathways” representative of the teacher's experiences. These pathways constituted his processes of attitude transformation, strategy use, and identity formation. The findings highlight the need for further exploration of multilingual teachers' linguistic diversity and indicate the need to examine teachers' capacity to respond to linguistic and cultural diversity based on their personal experiences.
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Making Educator Professional Development More Accessible and Inclusive With Mobile Teacher: A Global Community of Practice Founded in Appreciative Inquiry
A more accurate and positive term used to describe what is more commonly referred to as the developing world, developing countries, emerging markets/economies, low and middle-income countries, the global south, the base of the pyramid, the next billion, etc when the exact names of the countries themselves cannot be used; the majority of the world’s population lives in developing countries.
Full Text Chapter Download: US $37.50 Add to Cart
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