- Office of the Dean
College of Education and Human Development
5766 Shibles Hall
The University of Maine
Orono, ME 04469-5766, USA - 207-581-2441
Timothy Reagan
University of Maine, College of Education and Human Development, Department Member
- Timothy Reagan has held senior faculty and administrative positions at a number of universities, including the Univer... moreTimothy Reagan has held senior faculty and administrative positions at a number of universities, including the University of Connecticut, the University of the Witwatersrand, Central Connecticut State University, Roger Williams University, Gallaudet University, and Nazarbayev University in Astana, Kazakhstan. He is currently Dean of the College of Education and Human Development at the University of Maine, Orono. His primary areas of specialization are applied and educational linguistics, education policy and comparative education. Prof. Reagan is the author of a dozen books, including Comparative case studies in educational policy analysis (2012), Language planning and language policy for sign languages (2010), Language matters (2009), Nonwestern educational traditions (2005), Critical questions, critical perspectives: Language and the second language educator (2005), Language, education and ideology (2002), and the co-author of Leading dynamic schools (2007), The foreign language educator in society: Toward a critical pedagogy (2002), Becoming a reflective educator (2000), and The professional teacher: Preparation and nurturance of the reflective practitioner (1999). He is also the author of more than 125 journal articles and book chapters, and his work has appeared in such international journals as Arts and Humanities in Higher Education, Critical Inquiry in Language Studies, Educational Foundations, Educational Policy, Educational Theory, Foreign Language Annals, Harvard Educational Review, International Journal of Intercultural Relations, Language Policy, Language Problems and Language Planning, Multicultural Education, Sign Language Studies, and Semiotica. He is currently the Editor of Language Problems and Language Planning.edit
... South Africa Timothy Reagan University of the Witwatersrand and Central Connecticut State University, Connecticut, 06032, USA reagantig@ccsu.edu 1. Introduction ... Page 2. Timothy Reagan 166 circumstances surrounding the political... more
... South Africa Timothy Reagan University of the Witwatersrand and Central Connecticut State University, Connecticut, 06032, USA reagantig@ccsu.edu 1. Introduction ... Page 2. Timothy Reagan 166 circumstances surrounding the political negotiations that led to a sharing of ...
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ABSTRACT The case of South Africa is implicative for language studies. Although there has been a growing sensitivity among some scholars and policy makers with respect to the need to address the historically disadvantaged condition of the... more
ABSTRACT The case of South Africa is implicative for language studies. Although there has been a growing sensitivity among some scholars and policy makers with respect to the need to address the historically disadvantaged condition of the African languages in South Africa, these developments have been over-shadowed, occurring within the context of the overwhelming dominance of English, a dominance supported by both economic factors and by tacit government acquiescence. The dilemma posed by the South African case is in many ways analogous to that which underlies the purposes of Critical Inquiry in Language Studies as a new journal, serving and addressing not so much a new disciplinary field as a multidisciplinary and interdisciplinary approach to understanding issues of language in society broadly conceived. The authors argue that, to some extent, language studies should be viewed as a counter paradigm, rather than a paradigm shift. Its usefulness is inherently limited to its ability to intentionally position itself as the "Other" in relation to "mainstream" scholarly discourse.
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ABSTRACT Argues that, although South African Sign Language (SASL) contains a high degree of lexical diversity, there exists an underlying common syntactic and morphological base on which all the different varieties are grounded. This... more
ABSTRACT Argues that, although South African Sign Language (SASL) contains a high degree of lexical diversity, there exists an underlying common syntactic and morphological base on which all the different varieties are grounded. This common base provides a foundation on which future educational and language policy may be developed. (17 references) (Author/CK)
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... Die sleutelmaatstaf wat blykbaar by hierdie onderskeidinge geld, is die afstand vanaf Engels in terme van faktore soos fonologie, grammatika, die leksikon, ortografie en die spelwyse (sien Hawkins 1981: 79–82; James 1979). ...
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... SASL is characterised by extensive lexical variation related to regional and educational background, but underlying syntactic unity. The syntactic characteristics of SASL are similar to. ... Stockholm: Swedish National Association of... more
... SASL is characterised by extensive lexical variation related to regional and educational background, but underlying syntactic unity. The syntactic characteristics of SASL are similar to. ... Stockholm: Swedish National Association of the Deaf, 109-1 19. ...
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ABSTRACT Examines the concept of linguistic legitimacy (and illegitimacy) using three specific cases--Black English, American Sign Language, and Esperanto. The paper argues that legitimacy is grounded more on personal, political, and... more
ABSTRACT Examines the concept of linguistic legitimacy (and illegitimacy) using three specific cases--Black English, American Sign Language, and Esperanto. The paper argues that legitimacy is grounded more on personal, political, and ideological biases than on linguistic criteria. (SM)
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... Timothy Reagan. Abstract. ... The latter is essential for grasping what the student is likely to understand and how that understanding will be integrated into the student's pattern of thinking. (CA Bowers (1984: 78)... more
... Timothy Reagan. Abstract. ... The latter is essential for grasping what the student is likely to understand and how that understanding will be integrated into the student's pattern of thinking. (CA Bowers (1984: 78) Constructivism is very much in vogue at the present time. ...
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Traducción de: Becoming a reflective educator Incluye bibliografía e índice
Fundamental pedagogics, the Afrikaans philosophy of education, is an integral component of apartheid's ideological foundation, functioning both to justify and to legitimate separate educational systems. This article discusses this... more
Fundamental pedagogics, the Afrikaans philosophy of education, is an integral component of apartheid's ideological foundation, functioning both to justify and to legitimate separate educational systems. This article discusses this philosophy and the manner in which it manifests itself in teacher education and in the relationship between teacher and student. (IAH)
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Bilingual education has been an extremely controversial and contentious topic in recent years among both educators and the general public in the United States. Long a bastion of what some writers have called "ideological... more
Bilingual education has been an extremely controversial and contentious topic in recent years among both educators and the general public in the United States. Long a bastion of what some writers have called "ideological monolingualism," the United States has not demonstrated either great sensitivity to or tolerance of linguistic diversity historically. In this article, the authors discuss the case for bilingual education programs, though, from a somewhat different perspective from that generally offered by supporters and advocates of bilingual schooling in the United States. Most of the arguments in favor of bilingual education are grounded in defenses of the "effectiveness" of bilingual education programs--that is, in arguing that bilingual education is a good thing because it works. Although they believe this to be true, and briefly review the arguments and evidence for this claim, what they suggest here is that there is a far more powerful, and relevant, argu...
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... SASL is characterised by extensive lexical variation related to regional and educational background, but underlying syntactic unity. The syntactic characteristics of SASL are similar to. ... Stockholm: Swedish National Association of... more
... SASL is characterised by extensive lexical variation related to regional and educational background, but underlying syntactic unity. The syntactic characteristics of SASL are similar to. ... Stockholm: Swedish National Association of the Deaf, 109-1 19. ...
Research Interests:
ABSTRACT Argues that, although South African Sign Language (SASL) contains a high degree of lexical diversity, there exists an underlying common syntactic and morphological base on which all the different varieties are grounded. This... more
ABSTRACT Argues that, although South African Sign Language (SASL) contains a high degree of lexical diversity, there exists an underlying common syntactic and morphological base on which all the different varieties are grounded. This common base provides a foundation on which future educational and language policy may be developed. (17 references) (Author/CK)
Research Interests:
Research Interests: Sociolinguistics, Arabic, Liberalism, English, Sanskrit, and 14 moreHebrew, French, Bilingualism, Street, Definitions, Hill, H, E, C, U, N, R, J, and A
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... ASL as a distinct language in its own right, and there appears to be a growing recognition and understanding of the deaf as a cultural and linguistic community among hearing people (see Lane, 1992; Padden & Humphries, 1988;... more
... ASL as a distinct language in its own right, and there appears to be a growing recognition and understanding of the deaf as a cultural and linguistic community among hearing people (see Lane, 1992; Padden & Humphries, 1988; Reagan, 1985; 1990a ... 11-35; Hamm, 1989, pp. ...
... 25 Educational Thought and Practice The Goals of Traditional African Education 26 The OralTradition in African ... Chapters 3 and 4 move our focus away from Africa and onto indigenous educational ... A paradigm is a world view, a... more
... 25 Educational Thought and Practice The Goals of Traditional African Education 26 The OralTradition in African ... Chapters 3 and 4 move our focus away from Africa and onto indigenous educational ... A paradigm is a world view, a general perspective, a way of breaking down the ...
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... 3. Dualistic (anchor to coding time or another reference point) R E L A T I O N A L (a) anterior ... 'The prince arrived yesterday, I arrived yesterday of that day.' 'The prince arrived yesterday, I arrived the previous... more
... 3. Dualistic (anchor to coding time or another reference point) R E L A T I O N A L (a) anterior ... 'The prince arrived yesterday, I arrived yesterday of that day.' 'The prince arrived yesterday, I arrived the previous day.' ... Compare examples (34) and (35): (34) Monna o sepela lehono. ...
... South Africa Timothy Reagan University of the Witwatersrand and Central Connecticut State University, Connecticut, 06032, USA reagantig@ccsu.edu 1. Introduction ... Page 2. Timothy Reagan 166 circumstances surrounding the political... more
... South Africa Timothy Reagan University of the Witwatersrand and Central Connecticut State University, Connecticut, 06032, USA reagantig@ccsu.edu 1. Introduction ... Page 2. Timothy Reagan 166 circumstances surrounding the political negotiations that led to a sharing of ...
Research Interests:
Explores the role of language and the related linguistic skills (oracy) in traditional, indigenous African education, addressing the role and nature of proverbs, riddles, word games, arithmetic puzzles, dilemma tales, and fables, myths,... more
Explores the role of language and the related linguistic skills (oracy) in traditional, indigenous African education, addressing the role and nature of proverbs, riddles, word games, arithmetic puzzles, dilemma tales, and fables, myths, and legends as well as the use of praise songs and praise poems in traditional African communities. (Author/SM)
... Framing language rights issues from the perspective of either the indi-vidual or the ... needed because considerable planning energy is directed toward language spread, especially througheducation. ... were left to their own devices... more
... Framing language rights issues from the perspective of either the indi-vidual or the ... needed because considerable planning energy is directed toward language spread, especially througheducation. ... were left to their own devices and energies to maintain their native language. ...
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... In BSL, as in ASL, aspect plays an important role in the morpho-syntactic structure of the language (see Kyle & Woll, 1985 ... for example, Aarons, 1996; Aarons & Akach, 1998, 2002a, 2002b; Aarons & Reynolds, 2003;... more
... In BSL, as in ASL, aspect plays an important role in the morpho-syntactic structure of the language (see Kyle & Woll, 1985 ... for example, Aarons, 1996; Aarons & Akach, 1998, 2002a, 2002b; Aarons & Reynolds, 2003; Deumert, 2000; Ogilvy-Foreman, Penn & Reagan, 1994; Penn ...
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ABSTRACT The Communication Committee of the South African National Council for the Deaf is currently developing an artificial sign language which could be used with all of the country's ethnolinguistic groups. Guidelines and... more
ABSTRACT The Communication Committee of the South African National Council for the Deaf is currently developing an artificial sign language which could be used with all of the country's ethnolinguistic groups. Guidelines and constraints for developing such an artificial language are outlined. (CB)
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... Timothy Reagan / LPLP / 285 ... Studies of BSL include Deuchar's (1984) British Sign Language,Kyle and Woll's (1985) Sign Language: The Study of Deaf People and Their Language, and Woll,Kyle, and Deuchar's (1981)... more
... Timothy Reagan / LPLP / 285 ... Studies of BSL include Deuchar's (1984) British Sign Language,Kyle and Woll's (1985) Sign Language: The Study of Deaf People and Their Language, and Woll,Kyle, and Deuchar's (1981) Perspectives on British Sign Language and Deafness. ...
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... Although the development of manual sign codes for spoken language is an international phenomenon (see, eg, Paget 1951; Kyle 1987; Penn and Reagan 1990; Serpell and Mbewe 1990), the emergence and educational implementation of manual... more
... Although the development of manual sign codes for spoken language is an international phenomenon (see, eg, Paget 1951; Kyle 1987; Penn and Reagan 1990; Serpell and Mbewe 1990), the emergence and educational implementation of manual sign codes has taken place ...
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... Why English dominates the central economy: An economic perspective on 'elite closure' and South African language policy. ... Jan Blommaert notis en LPLP antau˘ preskau˘ jardeko, ke la sangoj en Sudafriko generis novan... more
... Why English dominates the central economy: An economic perspective on 'elite closure' and South African language policy. ... Jan Blommaert notis en LPLP antau˘ preskau˘ jardeko, ke la sangoj en Sudafriko generis novan entuziasmon inter lingvoplanistoj interalie pro tio, ke la ...
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... Sign Language (SASL) parallels the situation of many other languages in South Africa (see Bekker, 2003; Desai, 1994; Hill & van Zil, 2002; Mesthrie, 2002; Prabhakaran, 1998), and the examination of language planning and... more
... Sign Language (SASL) parallels the situation of many other languages in South Africa (see Bekker, 2003; Desai, 1994; Hill & van Zil, 2002; Mesthrie, 2002; Prabhakaran, 1998), and the examination of language planning and policy issues with respect to SASL is very much in ...
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... Page 14. 276 T. REAGAN, ET AL. ... Draft manuscript, School of Education, The University of Connecticut (Mimeo). lwanicki, E. (1990). ... New York: Longman. McLaughlin MW & Pfeifer, RS (1988) Teacher evaluation: Improvement,... more
... Page 14. 276 T. REAGAN, ET AL. ... Draft manuscript, School of Education, The University of Connecticut (Mimeo). lwanicki, E. (1990). ... New York: Longman. McLaughlin MW & Pfeifer, RS (1988) Teacher evaluation: Improvement, accountability, and effective learning. ...
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... Timothy Reagan University of Witwatersrand ... guage pathologies (see, eg, Benesch, 2001; Bernhardt, 1998; Ehrenreich, 2003; Guilherme, 2002; Hall & Eggington, 2000; James & Garrett, 1992; Kubota, Austin & Saito-Abbott,... more
... Timothy Reagan University of Witwatersrand ... guage pathologies (see, eg, Benesch, 2001; Bernhardt, 1998; Ehrenreich, 2003; Guilherme, 2002; Hall & Eggington, 2000; James & Garrett, 1992; Kubota, Austin & Saito-Abbott, 2003; Lin & Martin, 2005; Makoni & Pennycook, 2005 ...