This volume reports on the main results of the research project Inclusive epistemologies and practices of out-of-school English learning. The study reacts to low attainment levels in English as a foreign language among socioeconomically disadvantaged youth. The contributors to this volume research teenagers' existing practices of using and learning English out of school time and implement new, inclusive, nonformal English language educational initiatives. They evaluate the impact of the nonformal English language educational initiatives implemented and support their sustainability and transferability. The project embeds collaborative and arts-based methods into its methodology, fostering inclusive and creative educational practices and ways of knowing.
Introduction: Inclusive epistemologies and practices of out- of- school English learning
págs. 7-25
Out-of-school language learning and educational equity
Emilee Moore, Claudia Vallejo Rubinstein, Melinda Dooly, Eulàlia Borràs Riba
págs. 27-42
Is English important in your life?: A collaborative experience in a secondary school
Emilee Moore, Victor Corona, Claudia Vallejo Rubinstein, Jorge Solans
págs. 43-68
págs. 69-97
págs. 99-117
págs. 119-141
págs. 143-160
págs. 161-164
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