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In today’s globalised world, large-scale migration is the norm. A
contributing factor to the successful settlement of migrants is the
ability to access work and economic security. This book focuses on
the lived experiences of migrants who (try to) access the
workplace, and explores the barriers and support they encounter.
The editors bring together studies which look at the ways in which
inclusion and exclusion from the workplace are done linguistically
from historical, discourse analytical, narrative and language
assessment perspectives. The chapters represent an innovative,
holistic, intersectional and multidisciplinary approach to the
subject, and illustrate a wide range of analytical methods and
theoretical tools for the study of multilingualism and professional
identity. The rich empirical data contained in the book cover a
variety of professional contexts and countries, and the book will
appeal to both specialist and non-specialist audiences.
This book details a three-year, multi-stranded study of teacher
education programs that prepare future teachers to work with
multilingual learners. The book examines how racism and linguicism
collaborate to shape the conditions under which teacher candidates
learn how to teach. The analysis traces dynamic shifts in thinking
and practice as participants reflected on their personal,
professional and academic experiences in relation to formal
curriculum and assessment policies to interpret what it means to
work with multilingual learners in the classroom. The book offers
guiding principles – above all,
learning from multilingual learners, not
only about them – and presents a suite of
teacher-education practices to disrupt the interplay of language
and race that so deeply shapes teacher-candidate learning about
multilingual learners.
This book details a three-year, multi-stranded study of teacher
education programs that prepare future teachers to work with
multilingual learners. The book examines how racism and linguicism
collaborate to shape the conditions under which teacher candidates
learn how to teach. The analysis traces dynamic shifts in thinking
and practice as participants reflected on their personal,
professional and academic experiences in relation to formal
curriculum and assessment policies to interpret what it means to
work with multilingual learners in the classroom. The book offers
guiding principles – above all,
learning from multilingual learners, not
only about them – and presents a suite of
teacher-education practices to disrupt the interplay of language
and race that so deeply shapes teacher-candidate learning about
multilingual learners.
In today’s globalised world, large-scale migration is the norm. A
contributing factor to the successful settlement of migrants is the
ability to access work and economic security. This book focuses on
the lived experiences of migrants who (try to) access the
workplace, and explores the barriers and support they encounter.
The editors bring together studies which look at the ways in which
inclusion and exclusion from the workplace are done linguistically
from historical, discourse analytical, narrative and language
assessment perspectives. The chapters represent an innovative,
holistic, intersectional and multidisciplinary approach to the
subject, and illustrate a wide range of analytical methods and
theoretical tools for the study of multilingualism and professional
identity. The rich empirical data contained in the book cover a
variety of professional contexts and countries, and the book will
appeal to both specialist and non-specialist audiences.
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