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This book brings together research from six different countries
across three continents where teacher educators and policy makers
are addressing the under-preparation of content teachers to work
effectively with multilingual learners. By highlighting this
relatively young field of research at an international level, the
book advances the research-based knowledge of the field and
promotes international research relationships and partnerships to
better support the education of multilingual learners and their
teachers. The chapters represent high-quality empirical
qualitative, quantitative, and mixed methods studies about
pre-service and in-service teachers. Comprising four sections, each
represents a critical aspect of the equitable teaching of
multilingual learners. All the research was conducted in countries
that belong to OECD (Organisation for Economic Co-operation and
Development) and the PISA (Programme for International Student
Assessment) enabling the reader to compare contexts and outcomes.
This book will be of particular interest to academics, researchers,
and post-graduate students in the fields of language education,
teacher education, and education for multilingual learners. It will
be of great value to anyone concerned with equity and social
justice for multilingual learners whose languages, cultural
practices, and resources are often overlooked and/or marginalized
in the schools they attend.
This book brings together research from six different countries
across three continents where teacher educators and policy makers
are addressing the under-preparation of content teachers to work
effectively with multilingual learners. By highlighting this
relatively young field of research at an international level, the
book advances the research-based knowledge of the field and
promotes international research relationships and partnerships to
better support the education of multilingual learners and their
teachers. The chapters represent high-quality empirical
qualitative, quantitative, and mixed methods studies about
pre-service and in-service teachers. Comprising four sections, each
represents a critical aspect of the equitable teaching of
multilingual learners. All the research was conducted in countries
that belong to OECD (Organisation for Economic Co-operation and
Development) and the PISA (Programme for International Student
Assessment) enabling the reader to compare contexts and outcomes.
This book will be of particular interest to academics, researchers,
and post-graduate students in the fields of language education,
teacher education, and education for multilingual learners. It will
be of great value to anyone concerned with equity and social
justice for multilingual learners whose languages, cultural
practices, and resources are often overlooked and/or marginalized
in the schools they attend.
Linguistic Diversity and Teaching raises questions and provides a
context for reflection regarding the complex issues surrounding new
English learners in the schools. These issues exist within a highly
charged political climate and involve not only language, but also
culture, class, ethnicity, and the persistent inequities that
characterize our educational system. The text addresses these
issues through conversations among experts, practitioners, and
readers that are informed by representative case studies and by a
range of theoretical approaches. It is designed to engage readers
in beginning to evolve their own practical theories, to help them
explore and perhaps modify some basic beliefs and assumptions, and
to become acquainted with other points of view. Throughout, readers
are encouraged to interact with the text and to develop their own
perspective on the issue of linguistic diversity and teaching. This
is the fourth volume in Reflective Teaching and the Social
Conditions of Schooling: A Series for Prospective and Practicing
Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It
follows the same format as previous volumes in the series.Part I
includes four cases dealing with different aspects of the impacts
of the changing demographics of public schools. Each case is
followed by space for readers to write their own reactions and
reflections, and a set of reactions to the cases written by
prospective and practicing teachers, administrators, and
professors. Part II presents three public arguments representing
very different views about linguistic diversity: in public schools,
English should be the only language of instruction; all children
should receive instruction in both their first language and
English; planning for instruction should be based not on absolutes,
but on what is realistically possible in particular settings.Part
III offers the authors' own interpretations of the issues raised
throughout the text, outlin
Linguistic Diversity and Teachingraises questions and provides a
context for reflection regarding the complex issues surrounding new
English learners in the schools. These issues exist within a highly
charged political climate and involve not only language, but also
culture, class, ethnicity, and the persistent inequities that
characterize our educational system. The text addresses these
issues through conversations among experts, practitioners, and
readers that are informed by representative case studies and by a
range of theoretical approaches. It is designed to engage readers
in beginning to evolve their own practical theories, to help them
explore and perhaps modify some basic beliefs and assumptions, and
to become acquainted with other points of view. Throughout, readers
are encouraged to interact with the text and to develop their own
perspective on the issue of linguistic diversity and teaching. This
is the fourth volume in Reflective Teaching and the Social
Conditions of Schooling: A Series for Prospective and Practicing
Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It
follows the same format as previous volumes in the series. the
changing demographics of public schools: a teacher's experience
responding to the needs of a second language learner without
adequate information or background knowledge about what to do; a
teacher who makes an extra effort to reach out to a junior high
learner and her family, thereby revising many of her prior
assumptions; a teacher's attempts to make changes to the structure
of her school whose student population has changed dramatically
over several years, calling into question some of her prior
experiences and also putting her in potential conflict with many of
her colleagues; the issue of how increasing linguistic diversity
challenges teachers to find appropriate assessments that meet the
needs of students and still fit into the accountability systems
that districts currently have in place. All of these cases
highlight situations monolingual English speaking, Euro-American
teachers might face within the context of schools that serve a
linguistically diverse student body. reflections, and a set of
reactions to the cases written by prospective and practicing
teachers, administrators, and professors. Part II presents three
public arguments representing very different views about linguistic
diversity: in public schools, English should be the only language
of instruction; all children should receive instruction in both
their first language and English; planning for instruction should
be based not on absolutes, but on what is realistically possible in
particular settings. Part III offers the authors' own
interpretations of the issues raised throughout the text, outlines
a number of ways in which teachers can continue to explore these
topics, and includes exercises for further reflection. A glossary
and annotated bibliography are provided. This text is pertinent for
all prospective and practicing teachers at any stage of their
training. It can be used in any undergraduate or graduate course
that addresses issues of language diversity and teaching.
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