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Author: M. Dolores Ramírez-Verdugo
Publisher: Taylor & Francis
ISBN: 1040009778
Category : Language Arts & Disciplines
Languages : en
Pages : 208
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Book Description
This innovative collection explores transnational approaches to bilingual teacher education from different angles, unpacking the challenges and opportunities in contemporary global bilingual programs. The book offers a thorough account of transnational pedagogical research and best practice in bilingual and second language education to advance bilingual and content and language integrated learning (CLIL) teacher education programs across international contexts, including Australia, Mexico, the United States, the United Kingdom, and around Europe. The book offers a window into better understanding issues around research outcomes on bilingual education professional development models adaptable for diverse settings, translanguaging pedagogy, creative and multimodal tools, and methodological strategies. The book also examines the challenges involved in plurilingual classrooms and formal and informal bilingual education in urban and rural areas. Influenced by the demands raised by the pandemic, some chapters discuss integrated frameworks for hybrid language learning in distance education. This volume will be of interest to students and scholars in bilingual teacher education, bilingual and second language education, and CLIL.
Author: M. Dolores Ramírez-Verdugo
Publisher: Taylor & Francis
ISBN: 1040009778
Category : Language Arts & Disciplines
Languages : en
Pages : 208
Get Book Here
Book Description
This innovative collection explores transnational approaches to bilingual teacher education from different angles, unpacking the challenges and opportunities in contemporary global bilingual programs. The book offers a thorough account of transnational pedagogical research and best practice in bilingual and second language education to advance bilingual and content and language integrated learning (CLIL) teacher education programs across international contexts, including Australia, Mexico, the United States, the United Kingdom, and around Europe. The book offers a window into better understanding issues around research outcomes on bilingual education professional development models adaptable for diverse settings, translanguaging pedagogy, creative and multimodal tools, and methodological strategies. The book also examines the challenges involved in plurilingual classrooms and formal and informal bilingual education in urban and rural areas. Influenced by the demands raised by the pandemic, some chapters discuss integrated frameworks for hybrid language learning in distance education. This volume will be of interest to students and scholars in bilingual teacher education, bilingual and second language education, and CLIL.
Author: M. Dolores Ramírez-Verdugo
Publisher: Taylor & Francis
ISBN: 1040009808
Category : Language Arts & Disciplines
Languages : en
Pages : 284
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Book Description
The book provides a comprehensive overview of international pedagogical approaches, research, innovation experiences, and best practices in bilingual and second language education to enhance bilingual teacher education programs. The book clearly outlines the need for an interdisciplinary and interconnected approach to effecting successful bilingual teacher education programs. Featuring practical examples from a wide range of geographic contexts throughout, the volume comprises diverse pedagogical approaches to bilingual and second language teacher education, bilingual and plurilingual education, storytelling, digital storytelling and digital technology, and content and language integrated learning (CLIL), including methodological strategies in bilingual education as well as quality standards in CLIL syllabus design assessment. The book concludes by reflecting on the lessons learned from research, and identifies future directions for bilingual education programs and bilingual teacher education. The volume will be of interest to students and scholars in bilingual and second language education, bilingual teacher education, CLIL, as well as educators and stakeholders in bilingual, CLIL, and English teacher education degree programs.
Author: Amanda Brown
Publisher: Taylor & Francis
ISBN: 1040015573
Category : Language Arts & Disciplines
Languages : en
Pages : 347
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Book Description
This collection highlights diverse epistemological perspectives in original research on the important role of multimodality in second language contexts. The volume explores a wide range of theoretical and methodological traditions toward foregrounding the notion that bodily action is not merely an add-on to the modality of talk but an integral part of second language teaching, learning, and interaction. Following an introductory chapter, 18 empirical chapters feature either classroom or non-classroom research, which shed light on different dimensions of multimodality in second language contexts, including learning reflected in gesture, learning gesture across languages, the role of bodily action in language teaching, and the role of movement in configuring space for effective communication. Each empirical chapter follows a consistent structure detailing the research focus, the background to each study, methodology, and findings. A concluding synthesis chapter braids the insights of these chapters, drawing parallels across different methods, and pointing toward crosscutting areas for future research. This book will be of interest to students and scholars in applied linguistics, multilingualism, bilingualism, gesture studies, cognitive science, and psychology. Chapters 10 and 11 of this book are available for free in PDF format as Open Access at www.taylorfrancis.com. They has been made available under a Creative Commons Attribution-NonCommercial-ShareAlike (CC-BY-NC-SA) 4.0 International license.
Author: Kathryn A. Davis
Publisher: IAP
ISBN: 1617353868
Category : Education
Languages : en
Pages : 453
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Book Description
This volume begins by locating critical inquiry within the epistemological and methodological history of second language study. Subsequent chapters portray researcher-participant exploration of identity and agency while challenging inequitable policies and practices. Research on internationalization, Englishization, and/or transborder migration address language policies and knowledge production at universities in Hong Kong, Standard English and Singlish controversies in Singapore, media portrayals of the English as an Official Language movement in South Korea, transnational advocacy in Japan, and Nicaraguan/Costa Rican South to South migration. Transnational locations of identity and agency are fore-fronted in narrative descriptions of Korean heritage language learners, a discursive journey from East Timor to Hawaii, and a reclaimed life history by a Chinese peasant woman. Labor union and GLBT legal work illustrate discourses that can hinder or facilitate agency and change. Hawaiian educators advocate for indigenous self-determination through revealing the political and social meanings of research. California educators describe struggles at the front-lines of resistance to policies and practices harmful to marginalized children. A Participatory Action Research (PAR) project portrays how Latina youth in the U.S. “resist wounding inscriptions” of the intersecting emotional and physical violence of homes, communities, and anti-immigrant policies and attitudes. Promoting agency through drawing on diversity resources is modeled in a bilingual undergraduate PAR project. The volume as a whole provides a model for critical research that explores the multifaceted and evolving nature of language identities while placing those traditionally known as participants at the center of agency and advocacy.
Author: Claudine Kirsch
Publisher: Routledge
ISBN: 042959495X
Category : Education
Languages : en
Pages : 229
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Book Description
Multilingual Approaches for Teaching and Learning outlines the opportunities and challenges of multilingual approaches in mainstream education in Europe. The book, which draws on research findings from several officially monolingual, bilingual, and multilingual countries in Europe, discusses approaches to multilingual education which capitalise on students’ multilingual resources from early childhood to higher education. This book synthesises research on multilingual education, relates theory to practice, and discusses different pedagogical approaches from diverse perspectives. The first section of the book outlines multilingual approaches in early childhood education and primary school, the second looks at multilingual approaches in secondary school and higher education, and the third examines the influence of parents, policy-makers, and professional development on the implementation and sustainability of multilingual approaches. The book demonstrates that educators can leverage students’ multilingualism to promote learning and help students achieve their full potential. This book will be of great interest to academics, researchers, and postgraduate students in the fields of language education, psychology, sociolinguistics, and applied linguistics.
Author: Mark Feng Teng
Publisher: Taylor & Francis
ISBN: 1040172032
Category : Language Arts & Disciplines
Languages : en
Pages : 279
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Book Description
This collection is a comprehensive resource on the state of second language vocabulary learning today, building on earlier studies to spotlight the diversity of issues and foci in the field toward encouraging further advancements in both research and practice. The volume foregrounds the importance of vocabulary learning in language teaching and learning and in effective written and verbal communication, charting the range of approaches and theories used to address the unique challenges of vocabulary instruction. While there exists a well-established body of vocabulary research, this book takes those lines of inquiry in new directions by exploring how technology has shifted the focus from teacher-led delivery to more activity-driven experiences. Chapters from prominent researchers and rising scholars feature studies on emergent approaches in virtual environments such as interactive whiteboards, CMC, virtual world learning, and mobile-assisted language learning. In offering a holistic portrait of technology-enhanced vocabulary learning the volume makes the case for the power of technological tools in fostering optimal environments for encouraging vocabulary acquisition and in turn, the potential opportunities for future research and pedagogical applications. This book will be of interest to students and scholars in second language acquisition, language education, TESOL, and applied linguistics.
Author: Reiko Yoshida
Publisher: Taylor & Francis
ISBN: 1040013317
Category : Language Arts & Disciplines
Languages : en
Pages : 209
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Book Description
This book explores self-concept in foreign language (FL) learning, tracing the trajectories of a group of Japanese language learners at an Australian university to illuminate new insights about the factors impacting positive self-concept and implications for language learning more broadly. The volume calls attention to the ways in which learners’ perception of themselves as FL learners plays a fundamental role in FL learning. Drawing on data from a longitudinal study, including student diaries, interviews and classroom observations, Yoshida outlines shifts in self-concept as learners progress from secondary school to university courses to study abroad and beyond. The book demonstrates how the learner journey is marked by a growing recognition of the importance of practice for achievement but also a greater sense of self-consciousness, with learners’ agency in creating opportunities for themselves to practice their FL as a key factor in improving self-concept over time. This work offers unique observations about self-concept for learners who already ‘have’ global English as a first language, inspiring ways forward for future research and language teaching in other under-studied languages. The book will appeal to students and researchers in applied linguistics, SLA and foreign language learning, as well as stakeholders in Japanese language programs.
Author: Rashi Jain
Publisher: Multilingual Matters
ISBN: 1788927532
Category : Language Arts & Disciplines
Languages : en
Pages : 275
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Book Description
The self-inquiries in this edited volume exemplify the dynamism that permeates global ELT, wherein professionals increasingly operate across blurred national boundaries. The chapters address a range of related issues at the intersections of personal and professional identities as well as pedagogy and research in ‘liminal’ transnational spaces.
Author: Birgit Brock-Utne
Publisher: Symposium Books Ltd
ISBN: 1873927177
Category : Education
Languages : en
Pages : 362
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Book Description
The theme of this book cuts across disciplines. Contributors to this volume are specialized in education and especially classroom research as well as in linguistics, most being transdisciplinary themselves. Around 65 sub-Saharan languages figure in this volume as research objects: as means of instruction, in connection with teacher training, language policy, lexical development, harmonization efforts, information technology, oral literature and deaf communities. The co-existence of these African languages with English, French and Arabic is examined as well. This wide range of languages and subjects builds on recent field work, giving new empirical evidence from 17 countries: Botswana, Ethiopia, Ghana, Kenya, Madagascar, Malawi, Mali, Mozambique, Niger, Nigeria, Senegal, South Africa, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe, as well as to transnational matters like the harmonization of African transborder languages. As the Editors – a Norwegian social scientist and a Norwegian linguist, both working in Africa – have wanted to give room for African voices, the majority of contributions to this volume come from Africa.
Author: Lynn Stephen
Publisher: Duke University Press
ISBN: 9780822389965
Category : Social Science
Languages : en
Pages : 452
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Book Description
Lynn Stephen’s innovative ethnography follows indigenous Mexicans from two towns in the state of Oaxaca—the Mixtec community of San Agustín Atenango and the Zapotec community of Teotitlán del Valle—who periodically leave their homes in Mexico for extended periods of work in California and Oregon. Demonstrating that the line separating Mexico and the United States is only one among the many borders that these migrants repeatedly cross (including national, regional, cultural, ethnic, and class borders and divisions), Stephen advocates an ethnographic framework focused on transborder, rather than transnational, lives. Yet she does not disregard the state: She assesses the impact migration has had on local systems of government in both Mexico and the United States as well as the abilities of states to police and affect transborder communities. Stephen weaves the personal histories and narratives of indigenous transborder migrants together with explorations of the larger structures that affect their lives. Taking into account U.S. immigration policies and the demands of both commercial agriculture and the service sectors, she chronicles how migrants experience and remember low-wage work in agriculture, landscaping, and childcare and how gender relations in Oaxaca and the United States are reconfigured by migration. She looks at the ways that racial and ethnic hierarchies inherited from the colonial era—hierarchies that debase Mexico’s indigenous groups—are reproduced within heterogeneous Mexican populations in the United States. Stephen provides case studies of four grass-roots organizations in which Mixtec migrants are involved, and she considers specific uses of digital technology by transborder communities. Ultimately Stephen demonstrates that transborder migrants are reshaping notions of territory and politics by developing creative models of governance, education, and economic development as well as ways of maintaining their cultures and languages across geographic distances.
