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This book presents the principles of quality teaching in Chinese,
as exemplified in case studies of primary and secondary school
classrooms. Drawing on data from five Australian schools, the
authors identify the key practices necessary to produce a quality
learning experience for students. The book offers a thorough
grounding in the issues involved in teaching different age groups,
and many practical strategies, including a comprehensive overview
of digital technologies for teaching and learning Chinese. It will
provide a valuable resource for students and scholars of applied
linguistics, in addition to supporting teacher training and
professional development.
Teachers of Chinese as a foreign language in many international
contexts are searching for pedagogic solutions to promote effective
learning. Models of innovative and successful approaches are
urgently needed. This volume presents a collection of compelling
and empirically rich research studies that showcases innovative
developments in the practice of teaching Chinese as a foreign
language. The studies focus on three interrelated areas: learners,
teachers, and applications of new technologies. Specifically, the
studies explore methods for fostering learner-centred classrooms,
autonomous learners, intercultural learning, the role of teacher
views and identities, the nature of a 'middle ground' approach, and
technologies that accommodate the unique aspects of the Chinese
language, with new options for mobile and interactive learners.
Providing both inspiration and practical models for language
practitioners and researchers, it offers a vital resource for
teachers' professional development, and for pre-service teacher
education.
This edited book explores stories of linguistic and spiritual
identity in the urban and rural Australian landscape. It is an
innovative mix of thirty six personal narratives and eleven
research studies, which together offer accounts of the intersection
of languages, religion and spirituality in people's lives. Teachers
of Indigenous languages speak of the critical connection between
language revitalization, the spirituality of Country, and
well-being. Both new and long-established diaspora individuals
speak of the often complex but vital joint role of language and
faith in belonging and heritage. The new dimension which the book
brings to multilingualism is relevant to all complex global
societies. Language and Spirit is ideal for both the general reader
interested in community languages and interfaith issues, and
academics in global intercultural studies and Applied Linguistics
study wishing to gain a nuanced insight into the Language and
Spirit intersection.
* Offers full details of a professional learning course for staff
skills in intercultural education, which can be used in schools *
Intercultural practice is prioritised in many curricula globally,
but few teachers display the personal capabilities to activate it
in their classrooms; this book unlocks teacher learning in the area
* Based on the intercultural learning experience in five urban
Australian schools, it contributes to the understanding of life in
multilingual and multicultural schools. * Pays critical attention
to teachers' growing but still limited skills in engaging with
Indigenous perspectives
This book critiques models of intercultural competence, whilst
suggesting examples of specific alternative approaches that will
successfully foster intercultural competence in teacher education.
Bringing together diverse perspectives from teacher educators and
student teachers, this volume discusses the need to move beyond
essentialism, culturalism and assumptions about an us versus them
perspective and recognises that multiple identities of an
individual are negotiated in interaction with others. Intercultural
Competence in the Work of Teachers is divided into four sections:
critiquing intercultural competence in teacher education; exploring
critical intercultural competences in teacher education;
reflexivity and intercultural competence in teacher education; and
indigeneity and intercultural competence in teacher education,
providing a methodological approach through which to explore this
critical framework further. This book is ideal for teacher
educators or academics of education specialising in global
education who are looking to explore alternative perspectives
towards intercultural competence and wish to gain an insight into
the ways it can be utilised in a more effective and productive
manner.
The rise of global mobility has had a deep impact on the study of
urban multilingualism. Once associated with research on minority
speech communities and inner-city ethnolinguistic enclaves
(Chinatowns, Little Italies, etc), it is now concerned much more
with the use of multiple languages in diverse neighbourhoods across
the city. In this book the authors take an innovative approach that
builds on previously published work in two ways. First, it focuses
on a single city and, second, it adopts a multidisciplinary
approach to multilingualism. By examining the phenomenon of
multilingualism in a single city from a range of perspectives this
book paints a more comprehensive picture of the current dimensions
of urban multilingualism. A unique feature of this book is the
inclusion of contributions from scholars with expertise in
education, geography, media, health communication and international
studies, in addition to community practitioners. Sydney is the
largest city in Australia and, on most counts, it is also among the
most linguistically diverse cities in the world. As such it is an
ideal site for a multidisciplinary study of urban multilingualism.
The selection of 18 multidisciplinary case studies on
multilingualism in Sydney, Australia represents some of the
strongest and most innovative research on urban multilingualism in
the world today. This book examines how multilingualism permeates
institutional and everyday practice in the city, raising important
questions about what a 'multilingual city' can and should be.
Teachers of Chinese as a foreign language in many international
contexts are searching for pedagogic solutions to promote effective
learning. Models of innovative and successful approaches are
urgently needed. This volume presents a collection of compelling
and empirically rich research studies that showcases innovative
developments in the practice of teaching Chinese as a foreign
language. The studies focus on three interrelated areas: learners,
teachers, and applications of new technologies. Specifically, the
studies explore methods for fostering learner-centred classrooms,
autonomous learners, intercultural learning, the role of teacher
views and identities, the nature of a 'middle ground' approach, and
technologies that accommodate the unique aspects of the Chinese
language, with new options for mobile and interactive learners.
Providing both inspiration and practical models for language
practitioners and researchers, it offers a vital resource for
teachers' professional development, and for pre-service teacher
education.
The rise of global mobility has had a deep impact on the study of
urban multilingualism. Once associated with research on minority
speech communities and inner-city ethnolinguistic enclaves
(Chinatowns, Little Italies, etc), it is now concerned much more
with the use of multiple languages in diverse neighbourhoods across
the city. In this book the authors take an innovative approach that
builds on previously published work in two ways. First, it focuses
on a single city and, second, it adopts a multidisciplinary
approach to multilingualism. By examining the phenomenon of
multilingualism in a single city from a range of perspectives this
book paints a more comprehensive picture of the current dimensions
of urban multilingualism. A unique feature of this book is the
inclusion of contributions from scholars with expertise in
education, geography, media, health communication and international
studies, in addition to community practitioners. Sydney is the
largest city in Australia and, on most counts, it is also among the
most linguistically diverse cities in the world. As such it is an
ideal site for a multidisciplinary study of urban multilingualism.
The selection of 18 multidisciplinary case studies on
multilingualism in Sydney, Australia represents some of the
strongest and most innovative research on urban multilingualism in
the world today. This book examines how multilingualism permeates
institutional and everyday practice in the city, raising important
questions about what a 'multilingual city' can and should be.
This book critiques models of intercultural competence, whilst
suggesting examples of specific alternative approaches that will
successfully foster intercultural competence in teacher education.
Bringing together diverse perspectives from teacher educators and
student teachers, this volume discusses the need to move beyond
essentialism, culturalism and assumptions about an us versus them
perspective and recognises that multiple identities of an
individual are negotiated in interaction with others. Intercultural
Competence in the Work of Teachers is divided into four sections:
critiquing intercultural competence in teacher education; exploring
critical intercultural competences in teacher education;
reflexivity and intercultural competence in teacher education; and
indigeneity and intercultural competence in teacher education,
providing a methodological approach through which to explore this
critical framework further. This book is ideal for teacher
educators or academics of education specialising in global
education who are looking to explore alternative perspectives
towards intercultural competence and wish to gain an insight into
the ways it can be utilised in a more effective and productive
manner.
Language Teachers' Professional Knowledge Landscapes is a
collection of fourteen narratives from teachers of different
languages, at different school levels, in different contexts across
Australia.This volume brings together not simply language teacher
stories, but also more political stories of the problems associated
with school programs and contexts. Highlighted through these
stories are some of the major political issues in schools that
impact language teachers' work, and their students' success in
sustained language study. The book is conceptually framed by the
work of Clandinin and Connelly (1996) and their notion of `levels'
of stories told by teachers about their classrooms: the secret, the
sacred and the cover stories. The term `professional knowledge
landscape' is used to indicate how teachers can critically situate
their work, and thereby understand it better.The collection
includes the stories of two outstanding primary language educators,
and a story of mixed success in a rural program in teaching the
local Aboriginal language (Ngarrabul). There are stories of
frustration with policy failures, particularly in supporting the
learning of Asian languages. Many of the teacher narrators ask the
confronting question: `What blocks language learning in Australia?'
They offer the strategies which they have developed, that they see
making a difference. Other narratives offer autoethnographic
tracking of careers, for example, as a teacher of Latin and
Classics, Japanese, French, Spanish, Russian, and of teachers'
ongoing vigour and creativity in advocacy. A number of teachers
examine their own identity story for the intercultural learning,
which they then offer and extend in student learning. Consistently
expressed, there is the need for teachers to take up individual
responsibility, while still being strongly supported by their
professional community: `It is us' who make the difference, one
teacher concludes.Supported by a strong Foreword by Canadian
scholar F. Michael Connelly, this ground-breaking collection of
narratives represents a form of social research in providing
critical illustrations of the issues needing attention for national
language education enhancement. It is the only extended inquiry
into language teaching in the context of an active policy
initiative environment, and the first volume to address the
language education landscape through the voices of active language
teachers.
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Nadine Gordimer
Paperback
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R383
R318
Discovery Miles 3 180
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