Learning and Teaching of English in the Multilingual Classroom
This Special Issue examines English teachers’ perspectives on multilingualism and teaching English in multilingual contexts, implemented or planned teaching practices, and the teachers' intended goals. The research presented in this collection focuses on the perspectives of pre- and in-service teach...
保存先:
| フォーマット: | Online |
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| 言語: | 英語 |
| 出版事項: |
MDPI - Multidisciplinary Digital Publishing Institute
2023
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| 主題: | |
| オンライン･アクセス: | ONIX_20230623_9783036577296_156 |
| タグ: |
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| _version_ | 1869530264217059328 |
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| collection | Directory of Open Access Books |
| description | This Special Issue examines English teachers’ perspectives on multilingualism and teaching English in multilingual contexts, implemented or planned teaching practices, and the teachers' intended goals. The research presented in this collection focuses on the perspectives of pre- and in-service teachers in a range of educational settings. Overall, the findings suggest that teachers continue to experience tensions between monolingual and multilingual ideologies and need continued support in adapting to the ever-evolving teaching contexts. While researchers and philosophers of language have been calling for a multilingual shift in education, teacher education and professional development programs lag behind in revising their curricula. Therefore, due consideration must be paid to the teachers; they are the agents of change, but they are also experts and professionals, and their views, knowledge, and pedagogical aims must be treated with respect. Many of the articles presented in this reprint illustrate that collaboration and mentorship between school and university partners can be fruitful, creative, and rewarding. The collection is a call for more opportunities for teachers and researchers to work in tandem to implement multilingual pedagogies that foster equal educational opportunities for all learners across different ages and stages of language development. |
| format | Online |
| id | doab-20.500.12854ir-100924 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | MDPI - Multidisciplinary Digital Publishing Institute |
| publisherStr | MDPI - Multidisciplinary Digital Publishing Institute |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1009242024-03-24T11:40:27Z Learning and Teaching of English in the Multilingual Classroom Krulatz, Anna Neokleous, Georgios Lorenz, Eliane multi-/plurilingualism multi-/plurilingual education pluralistic approaches cross-linguistic awareness pre-service teachers teacher cognition English as a Foreign Language language beliefs teacher beliefs language teacher cognition multilingualism English as a lingua franca online survey multilingual pedagogy translanguaging code-switching multilingual practices minority language home language DLC (dominant language constellation) language repertoires teacher education ELT (English language teaching) visual arts-based methodologies third language acquisition pluralistic teaching approaches plurilingual competence FREPA teacher training metalinguistic awareness LX English language teaching Austria LX language learning social justice language teaching English as an additional language mother tongues target language language awareness teacher language awareness initial teacher education language education Norwegian teacher education New Zealand teacher education comparative education English learners multilingual learners structured English immersion teacher identity teacher self-efficacy English language instruction teacher trainees virtual learning remote teaching n/a thema EDItEUR::C Language and Linguistics This Special Issue examines English teachers’ perspectives on multilingualism and teaching English in multilingual contexts, implemented or planned teaching practices, and the teachers' intended goals. The research presented in this collection focuses on the perspectives of pre- and in-service teachers in a range of educational settings. Overall, the findings suggest that teachers continue to experience tensions between monolingual and multilingual ideologies and need continued support in adapting to the ever-evolving teaching contexts. While researchers and philosophers of language have been calling for a multilingual shift in education, teacher education and professional development programs lag behind in revising their curricula. Therefore, due consideration must be paid to the teachers; they are the agents of change, but they are also experts and professionals, and their views, knowledge, and pedagogical aims must be treated with respect. Many of the articles presented in this reprint illustrate that collaboration and mentorship between school and university partners can be fruitful, creative, and rewarding. The collection is a call for more opportunities for teachers and researchers to work in tandem to implement multilingual pedagogies that foster equal educational opportunities for all learners across different ages and stages of language development. 2023-06-23T09:54:05Z 2023-06-23T09:54:05Z 2023 book ONIX_20230623_9783036577296_156 9783036577296 9783036577289 https://directory.doabooks.org/handle/20.500.12854/100924 eng image/jpeg Attribution 4.0 International https://mdpi.com/books/pdfview/book/7392 https://mdpi.com/books/pdfview/book/7392 MDPI - Multidisciplinary Digital Publishing Institute 10.3390/books978-3-0365-7728-9 10.3390/books978-3-0365-7728-9 46cabcaa-dd94-4bfe-87b4-55023c1b36d0 9783036577296 9783036577289 220 Basel open access |
| spellingShingle | multi-/plurilingualism multi-/plurilingual education pluralistic approaches cross-linguistic awareness pre-service teachers teacher cognition English as a Foreign Language language beliefs teacher beliefs language teacher cognition multilingualism English as a lingua franca online survey multilingual pedagogy translanguaging code-switching multilingual practices minority language home language DLC (dominant language constellation) language repertoires teacher education ELT (English language teaching) visual arts-based methodologies third language acquisition pluralistic teaching approaches plurilingual competence FREPA teacher training metalinguistic awareness LX English language teaching Austria LX language learning social justice language teaching English as an additional language mother tongues target language language awareness teacher language awareness initial teacher education language education Norwegian teacher education New Zealand teacher education comparative education English learners multilingual learners structured English immersion teacher identity teacher self-efficacy English language instruction teacher trainees virtual learning remote teaching n/a thema EDItEUR::C Language and Linguistics Learning and Teaching of English in the Multilingual Classroom |
| title | Learning and Teaching of English in the Multilingual Classroom |
| title_full | Learning and Teaching of English in the Multilingual Classroom |
| title_fullStr | Learning and Teaching of English in the Multilingual Classroom |
| title_full_unstemmed | Learning and Teaching of English in the Multilingual Classroom |
| title_short | Learning and Teaching of English in the Multilingual Classroom |
| title_sort | learning and teaching of english in the multilingual classroom |
| topic | multi-/plurilingualism multi-/plurilingual education pluralistic approaches cross-linguistic awareness pre-service teachers teacher cognition English as a Foreign Language language beliefs teacher beliefs language teacher cognition multilingualism English as a lingua franca online survey multilingual pedagogy translanguaging code-switching multilingual practices minority language home language DLC (dominant language constellation) language repertoires teacher education ELT (English language teaching) visual arts-based methodologies third language acquisition pluralistic teaching approaches plurilingual competence FREPA teacher training metalinguistic awareness LX English language teaching Austria LX language learning social justice language teaching English as an additional language mother tongues target language language awareness teacher language awareness initial teacher education language education Norwegian teacher education New Zealand teacher education comparative education English learners multilingual learners structured English immersion teacher identity teacher self-efficacy English language instruction teacher trainees virtual learning remote teaching n/a thema EDItEUR::C Language and Linguistics |
| topic_facet | multi-/plurilingualism multi-/plurilingual education pluralistic approaches cross-linguistic awareness pre-service teachers teacher cognition English as a Foreign Language language beliefs teacher beliefs language teacher cognition multilingualism English as a lingua franca online survey multilingual pedagogy translanguaging code-switching multilingual practices minority language home language DLC (dominant language constellation) language repertoires teacher education ELT (English language teaching) visual arts-based methodologies third language acquisition pluralistic teaching approaches plurilingual competence FREPA teacher training metalinguistic awareness LX English language teaching Austria LX language learning social justice language teaching English as an additional language mother tongues target language language awareness teacher language awareness initial teacher education language education Norwegian teacher education New Zealand teacher education comparative education English learners multilingual learners structured English immersion teacher identity teacher self-efficacy English language instruction teacher trainees virtual learning remote teaching n/a thema EDItEUR::C Language and Linguistics |
| url | ONIX_20230623_9783036577296_156 |