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This book presents one possible pathway towards the advancement of
translanguaging pedagogies: teacher-researcher partnerships.
Although the existing literature alludes to the value of such
partnerships, there is a lack of research that explicitly describes
the complex processes of designing and implementing translanguaging
pedagogies in primary and secondary school settings (K-12) across
various international contexts. Through an expanded focus on
teacher-researcher collaboration and the negotiation process, the
book unpacks the opportunities and challenges of engaging in
contextualised translanguaging designs with reference to broader
ideological discourses and systemic structures. By promoting and
highlighting teacher-researcher partnerships as one avenue for
improvement and transparency, the chapters in this book demonstrate
the potential of translanguaging pedagogies in classrooms and
further resist the linguistic hierarchies that exist in educational
institutions today.
This book presents one possible pathway towards the advancement of
translanguaging pedagogies: teacher-researcher partnerships.
Although the existing literature alludes to the value of such
partnerships, there is a lack of research that explicitly describes
the complex processes of designing and implementing translanguaging
pedagogies in primary and secondary school settings (K-12) across
various international contexts. Through an expanded focus on
teacher-researcher collaboration and the negotiation process, the
book unpacks the opportunities and challenges of engaging in
contextualised translanguaging designs with reference to broader
ideological discourses and systemic structures. By promoting and
highlighting teacher-researcher partnerships as one avenue for
improvement and transparency, the chapters in this book demonstrate
the potential of translanguaging pedagogies in classrooms and
further resist the linguistic hierarchies that exist in educational
institutions today.
This book offers a critical exploration of definitions,
methodologies and ideologies of English-medium instruction (EMI),
contributing to new understandings of translanguaging as theory and
pedagogy across diverse contexts. It brings together a number of
conceptual and empirical studies on translanguaging in EMI at
different educational levels, in a variety of countries, with
different approaches to translanguaging, different named languages,
and different policies. These studies include several
underrepresented contexts across the globe, providing a broad view
of how translanguaging in EMI is understood in these educational
settings. Furthermore, this book addresses the complexities of
translanguaging through a discussion of the affordances and
constraints associated with the use of multiple linguistic
resources in the EMI classroom.
This book offers a critical exploration of definitions,
methodologies and ideologies of English-medium instruction (EMI),
contributing to new understandings of translanguaging as theory and
pedagogy across diverse contexts. It brings together a number of
conceptual and empirical studies on translanguaging in EMI at
different educational levels, in a variety of countries, with
different approaches to translanguaging, different named languages,
and different policies. These studies include several
underrepresented contexts across the globe, providing a broad view
of how translanguaging in EMI is understood in these educational
settings. Furthermore, this book addresses the complexities of
translanguaging through a discussion of the affordances and
constraints associated with the use of multiple linguistic
resources in the EMI classroom.
This volume explores the emergent process of developing
translanguaging repertoires among teacher educators, pre- and
in-service teachers in different U.S. teacher education contexts.
Its empirically based chapters adopt various qualitative methods to
unpack the opportunities and challenges and provide implications
for critical teacher education. It will be of interest to
researchers and teachers in bilingual education, TESOL and social
justice.
To respond to the multilingual turn in language education, this
volume constitutes a challenge to the traditional, monolingual, and
native speakerism paradigm in the field of Teaching English to
Speakers of Other Languages (TESOL) through a translanguaging lens.
The chapters offer complex global perspectives - with contributions
from five continents - to open critical conversations on how to
conceptualize and implement translanguaging in teacher education
and classrooms of various contexts. The researchers exhibit a
shared commitment to transforming TESOL profession that values
teachers' and learners' full linguistic repertoires. This volume
should prove a valuable resource for students, teachers, and
researchers interested in English teaching and learning, applied
linguistics, second language acquisition, and social justice.
To respond to the multilingual turn in language education, this
volume constitutes a challenge to the traditional, monolingual, and
native speakerism paradigm in the field of Teaching English to
Speakers of Other Languages (TESOL) through a translanguaging lens.
The chapters offer complex global perspectives - with contributions
from five continents - to open critical conversations on how to
conceptualize and implement translanguaging in teacher education
and classrooms of various contexts. The researchers exhibit a
shared commitment to transforming TESOL profession that values
teachers' and learners' full linguistic repertoires. This volume
should prove a valuable resource for students, teachers, and
researchers interested in English teaching and learning, applied
linguistics, second language acquisition, and social justice.
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