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Showing 1 - 9 of
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Edited by David Schwarzer, Montclair State University, Mary Petron,
Sam Houston State University, and Christopher Luke, Ball State
University A volume in Research in Second Language Learning JoAnn
Hammadou Sullivan, Series Editor "Research Informing
Practice-Practice Informing Research: Innovative Teaching
Methodologies for World Language Educators" is an edited volume
that focuses on innovative, nontraditional methods of teaching and
learning world languages. Using teacher-research projects, each
author in the volume guides readers through their own personal
journey and exploration of teaching methods, novelty, risk-taking,
and reflection. Chapters include guiding questions, vignettes, and
thick descriptions of classroom-based research in an assortment of
instructional settings. Theoretical issues and an array of
practical applications are presented, as well as additional
research opportunities and guidelines for implementation in a
variety of teaching and learning venues. While not professing to be
a panacea for world language learning, this book provides various
lines of theory, research, and practice as they interact with each
other through teacher-research narratives. As a well-known African
proverb asserts, "It takes a village to raise a child." Similarly,
it takes a village to develop a master teacher, and it takes a
community to create an exceptional classroom. Throughout this
volume, authors share their voices, experiences, and expertise as a
means of strengthening the village. They then invite readers to
embark on their own methodological journeys. The text thus serves
as a stimulus for further discussion and pedagogical development in
world language settings. Teachers and researchers are challenged to
think critically and reflectively about world language education,
encouraged to design innovative methods, approaches, and techniques
for their world language classes, and ultimately asked to share
their findings with students, parents, peers, communities, and the
village.
Edited by David Schwarzer, Montclair State University, Mary Petron,
Sam Houston State University, and Christopher Luke, Ball State
University A volume in Research in Second Language Learning JoAnn
Hammadou Sullivan, Series Editor "Research Informing
Practice-Practice Informing Research: Innovative Teaching
Methodologies for World Language Educators" is an edited volume
that focuses on innovative, nontraditional methods of teaching and
learning world languages. Using teacher-research projects, each
author in the volume guides readers through their own personal
journey and exploration of teaching methods, novelty, risk-taking,
and reflection. Chapters include guiding questions, vignettes, and
thick descriptions of classroom-based research in an assortment of
instructional settings. Theoretical issues and an array of
practical applications are presented, as well as additional
research opportunities and guidelines for implementation in a
variety of teaching and learning venues. While not professing to be
a panacea for world language learning, this book provides various
lines of theory, research, and practice as they interact with each
other through teacher-research narratives. As a well-known African
proverb asserts, "It takes a village to raise a child." Similarly,
it takes a village to develop a master teacher, and it takes a
community to create an exceptional classroom. Throughout this
volume, authors share their voices, experiences, and expertise as a
means of strengthening the village. They then invite readers to
embark on their own methodological journeys. The text thus serves
as a stimulus for further discussion and pedagogical development in
world language settings. Teachers and researchers are challenged to
think critically and reflectively about world language education,
encouraged to design innovative methods, approaches, and techniques
for their world language classes, and ultimately asked to share
their findings with students, parents, peers, communities, and the
village.
Bilingualism and Bilingual Education: Conceptos Fundamentales
explores relevant concepts of bilingualism for pre-service
Spanish/English bilingual teachers in the United States. This
volume is reader friendly while presenting complex theoretical
content. It is the first of its kind to seamlessly switch between
English and Spanish languages for academic purposes. This book
fills a gap in the academic literature related to translanguaging
as a modern and global phenomenon. The authors invite bilingual
educators to develop translingual classrooms with bilingual
students in which academic English and Spanish are intentionally
mixed. Volume contributors center their discussions on theory,
practice, and action as they reflect on their own bilingual
journeys. Features such as glossary terms, discussion questions,
and intentional reflection on each author's bilingual journey make
it innovative and a must read in all bilingual teacher preparation
programs in the nation.
Bilingualism and Bilingual Education: Conceptos Fundamentales
explores relevant concepts of bilingualism for pre-service
Spanish/English bilingual teachers in the United States. This
volume is reader friendly while presenting complex theoretical
content. It is the first of its kind to seamlessly switch between
English and Spanish languages for academic purposes. This book
fills a gap in the academic literature related to translanguaging
as a modern and global phenomenon. The authors invite bilingual
educators to develop translingual classrooms with bilingual
students in which academic English and Spanish are intentionally
mixed. Volume contributors center their discussions on theory,
practice, and action as they reflect on their own bilingual
journeys. Features such as glossary terms, discussion questions,
and intentional reflection on each author's bilingual journey make
it innovative and a must read in all bilingual teacher preparation
programs in the nation.
Understanding Glocal Contexts: What Every Novice Teacher Needs to
Know is an edited volume that is a part of a book series mostly
designed to help undergraduate students determine if joining the
teaching profession is for them. This book focuses on the
historical and sociocultural foundations of education and its
importance for novice teachers. It also provides the global and
local (glocal) foundations for understanding the current context of
public education, utilizing historical, sociological, cultural, and
economic and political sciences contexts and perspectives.
This edited volume provides novice teachers with a practical guide
to help them transition from teacher education students to
independent, reflective and autonomous classroom teachers. It also
serves as a scaffolding tool for mentor teachers assigned to
support novice teachers during their first years in the field.
Novice teachers can use this comprehensive resource as a way to
connect the overarching conceptual themes and big ideas from their
Teacher Education courses to their classroom practices. This book
is designed to encourage novice teachers to make more intentional
and pedagogically sound decisions during their beginning teaching
experiences, whether it is fieldwork observations, student
teaching, or the first years in the classroom. The book covers a
variety of issues, including: getting to know your students,
families and communities; curriculum development; and pedagogical
decisions. Each of these sections contain specific chapters devoted
to a particular concept such as assessment, instruction for
diversity, integrating technology across the curriculum, action
research and more. This book serves as a bridge between pedagogical
theory and the realities of the 21st century classroom.
This edited volume provides novice teachers with a practical guide
to help them transition from teacher education students to
independent, reflective and autonomous classroom teachers. It also
serves as a scaffolding tool for mentor teachers assigned to
support novice teachers during their first years in the field.
Novice teachers can use this comprehensive resource as a way to
connect the overarching conceptual themes and big ideas from their
Teacher Education courses to their classroom practices. This book
is designed to encourage novice teachers to make more intentional
and pedagogically sound decisions during their beginning teaching
experiences, whether it is fieldwork observations, student
teaching, or the first years in the classroom. The book covers a
variety of issues, including: getting to know your students,
families and communities; curriculum development; and pedagogical
decisions. Each of these sections contain specific chapters devoted
to a particular concept such as assessment, instruction for
diversity, integrating technology across the curriculum, action
research and more. This book serves as a bridge between pedagogical
theory and the realities of the 21st century classroom.
Promoting Global Competence and Social Justice in Teacher Education
reconceptualizes the purpose of education to include the attainment
of global or cosmopolitan perspectives. This goal has important
implications for how we not only educate today's students, but also
how we prepare teachers to teach in a diverse and complex world in
which habits of perspective, inquiry, imagination, empathy,
communication, commitment, humility, integrity, and judgment
increasingly resonate in importance. This book advocates for
preparing teacher candidates to acquire a nuanced, global
perspective of their subject areas and be prepared to handle the
demands of educating students for our changing global context. To
this end, Promoting Global Competence and Social Justice in Teacher
Education encourages the development of pedagogical strategies that
will enable students to consider multiple perspectives and
cultivate respect for diverse peoples and cultures.
Promoting Global Competence and Social Justice in Teacher Education
reconceptualizes the purpose of education to include the attainment
of global or cosmopolitan perspectives. This goal has important
implications for how we not only educate today's students, but also
how we prepare teachers to teach in a diverse and complex world in
which habits of perspective, inquiry, imagination, empathy,
communication, commitment, humility, integrity, and judgment
increasingly resonate in importance. This book advocates for
preparing teacher candidates to acquire a nuanced, global
perspective of their subject areas and be prepared to handle the
demands of educating students for our changing global context. To
this end, Promoting Global Competence and Social Justice in Teacher
Education encourages the development of pedagogical strategies that
will enable students to consider multiple perspectives and
cultivate respect for diverse peoples and cultures.
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