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Regardless of the discipline or country, creating quality education
is multifaceted. At the center of any schooling practice are the
educators, their schools, and the teacher education programs that
license them. As the schools and faculties of education strive to
provide the best practices to pre-service or in-service teachers,
it becomes more critical to increase the quality of teacher
education via various means to keep up with the demands of
schooling in the 21st century. Interdisciplinary Approaches Toward
Enhancing Teacher Education provides an overview of how innovation
and research experience can enhance teacher education programs with
a focus on competencies, skills, and strategies future teachers
will need to cope with while teaching students' learning with
diversity and facing linguistic, social, and environmental
challenges. The book particularly investigates the potentiality of
educational technology, innovative techniques, and digital
storytelling to enhance education and bilingualism in intercultural
contexts and multilingual settings. Covering topics that include
performance assessment, teacher training, and professional
development, and including many practical and diverse examples,
this book is intended for TESOL, second or foreign language
learning, and CUL programs and teacher-training institutions, as
well as teachers, researchers, academicians, and students in
interdisciplinary areas that include science, history, geography,
language learning, bilingualism, intercultural competencies,
classroom interaction, gamification, and educational technology.
This book is both a collection of cutting-edge research in the
areas of multilingualism, translanguaging and bilingual education
by leading scholars in these fields, and a tribute to the research
and influence of Ofelia Garcia. The chapters use a variety of
methodological approaches and research designs to address topics
across language policy, sociology of language and bilingual
education, representing the full breadth of Ofelia Garcia's
scholarship. Combined with the empirical chapters are more personal
chapters which testify to the contributions Ofelia has made as a
mentor, colleague and friend. The book recognizes Ofelia Garcia's
place at the centre of a movement to remake multilingualism in the
service of linguistic equality, justice, pluralism, diversity and
inclusion in schools and societies worldwide.
This book explores bilingual community education, specifically the
educational spaces shaped and organized by American ethnolinguistic
communities for their children in the multilingual city of New
York. Employing a rich variety of case studies which highlight the
importance of the ethnolinguistic community in bilingual education,
this collection examines the various structures that these
communities use to educate their children as bilingual Americans.
In doing so, it highlights the efforts and activism of these
communities and what bilingual community education really means in
today's globalized world. The volume offers new understandings of
heritage language education, bilingual education, and speech
communities for bilingual Americans in the 21st century.
This book is both a collection of cutting-edge research in the
areas of multilingualism, translanguaging and bilingual education
by leading scholars in these fields, and a tribute to the research
and influence of Ofelia Garcia. The chapters use a variety of
methodological approaches and research designs to address topics
across language policy, sociology of language and bilingual
education, representing the full breadth of Ofelia Garcia's
scholarship. Combined with the empirical chapters are more personal
chapters which testify to the contributions Ofelia has made as a
mentor, colleague and friend. The book recognizes Ofelia Garcia's
place at the centre of a movement to remake multilingualism in the
service of linguistic equality, justice, pluralism, diversity and
inclusion in schools and societies worldwide.
Regardless of the discipline or country, creating quality education
is multifaceted. At the center of any schooling practice are the
educators, their schools, and the teacher education programs that
license them. As the schools and faculties of education strive to
provide the best practices to pre-service or in-service teachers,
it becomes more critical to increase the quality of teacher
education via various means to keep up with the demands of
schooling in the 21st century. Interdisciplinary Approaches Toward
Enhancing Teacher Education provides an overview of how innovation
and research experience can enhance teacher education programs with
a focus on competencies, skills, and strategies future teachers
will need to cope with while teaching students' learning with
diversity and facing linguistic, social, and environmental
challenges. The book particularly investigates the potentiality of
educational technology, innovative techniques, and digital
storytelling to enhance education and bilingualism in intercultural
contexts and multilingual settings. Covering topics that include
performance assessment, teacher training, and professional
development, and including many practical and diverse examples,
this book is intended for TESOL, second or foreign language
learning, and CUL programs and teacher-training institutions, as
well as teachers, researchers, academicians, and students in
interdisciplinary areas that include science, history, geography,
language learning, bilingualism, intercultural competencies,
classroom interaction, gamification, and educational technology.
Many ethnolinguistic communities in the US rely on ethnic mother
tongue schools for the continuity of their original language and
culture. This ethnographic case study investigates the maintenance
and development of the Turkish language and construction of Turkish
identity in a Saturday school in New York. The study explores the
stakeholders' beliefs and practices in the school. The data
analyzed through discourse analysis show that the Turkish language
is the primary means to construct a Turkish cultural identity in
the US. And yet, there is a gap between the first-generation
adults' and the second-generation students' language and cultural
beliefs and practices. While the educators emphasize Turkish as the
school language, and teach via teacher-oriented pedagogies,
students contest and resist the exclusive use of Turkish and the
authoritative teaching style. But educators and students also adapt
to each other. Teachers sometimes code-switch to English for
educational purposes, and students choose Turkish to speak to
adults. At home, parents continue Turkish ways of being. Five
important roles of the Turkish school also emerged as a result of
the study.
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