Teacher Collaboration and Talk in Multilingual ClassroomsMultilingual Matters, 1 jan 2005 - 217 pagina's This volume looks at the interactions of collaborating teachers in multilingual classrooms and how these impact on what counts as knowledge in the secondary school classroom. It also looks at how policy statements and ideologies around multilingualism position teachers and learners in particular ways. A linguistic ethnographic approach is taken in the study, which considers the discourses of whole class and small group teaching and learning. Chapters consider the relation between different languages, different pedagogues and different teacher identities in the secondary school classroom. The book documents how a policy of inclusion is played out in practice. |
Inhoudsopgave
Theoretical and Methodological Frameworks | 14 |
Policy into Practice | 29 |
Enacting Inclusion | 45 |
The Discourses of Collaborating Teachers | 66 |
The Discursive Positionings of Teachers in Collaboration | 87 |
Teacher Collaboration in Support and Withdrawal Modes | 106 |
Teaching Partnerships | 132 |
Bilingual EAL Teachers in Action | 185 |
Conclusions | 199 |
| 205 | |
| 215 | |
Overige edities - Alles bekijken
Teacher Collaboration and Talk in Multilingual Classrooms Angela Creese Geen voorbeeld beschikbaar - 2005 |
Teacher Collaboration and Talk in Multilingual Classrooms Angela Creese Geen voorbeeld beschikbaar - 2005 |
Veelvoorkomende woorden en zinsdelen
aims argued Arkoudis Battle of Hastings bilingual children bilingual EAL teachers Bilingual Education bilingual students bilingual teachers chapter community languages content-based context Creese critical discourse analysis cultural described discourses endorse English ethnic ethnography of communication example extract focus function GCSE girls Gumperz homework Hornberger Hymes ideologies important inclusive individual interactional sociolinguistics Kurdish language teaching language-learning learners lesson Leung London look mainstream classroom mean mode of collaboration Multilingual needs Neşe Ofsted opportunities participants particular partnership mode partnership teaching pedagogies position practice pupils questions Quote responsibility role Sarangi second language acquisition second-language learning secondary school classroom skills social staff Stamford Bridge STs and EAL subject content subject curriculum support mode support teacher talk task teacher collaboration teaching and learning things three schools transcripts Turkish Turkish-speaking understand Vignette whole class withdrawal words Yeah