Chapter 11 Multilingual teacher identity in the Emirates
A growing number of countries are implementing school initiatives aimed at developing students’ knowledge of multiple languages to help them thrive in a globalized world. Research indicates that learning languages can be made more effective if teachers draw on their own and their students’ entire la...
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| Định dạng: | Online |
| Ngôn ngữ: | Tiếng Anh |
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Taylor & Francis
2022
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| Những chủ đề: | |
| Truy cập trực tuyến: | https://library.oapen.org/handle/20.500.12657/55798 |
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| _version_ | 1869527424517013504 |
|---|---|
| author | Calafato, Raees |
| author_browse | Calafato, Raees |
| author_facet | Calafato, Raees |
| author_sort | Calafato, Raees |
| collection | Directory of Open Access Books |
| description | A growing number of countries are implementing school initiatives aimed at developing students’ knowledge of multiple languages to help them thrive in a globalized world. Research indicates that learning languages can be made more effective if teachers draw on their own and their students’ entire language repertoires during lessons, yet few studies have systematically investigated the extent to which language teachers are willing and able to do this. This chapter reports the findings from a mixed-methods study on secondary school teachers of Arabic, English, and French based in the UAE that explored their teaching practices using an ecological perspective. Drawing upon data collected via unstructured interviews, the study’s findings revealed common themes among the participants vis-à-vis their ability and willingness to draw on their and their students’ multilingualism as a pedagogical resource. The chapter concludes by offering recommendations for how schools and policymakers can implement specific measures to help teachers and students fully realize their multilingual potential. |
| format | Online |
| id | doab-20.500.12854ir-82370 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-823702025-03-12T20:07:20Z Chapter 11 Multilingual teacher identity in the Emirates Calafato, Raees Analysis, anthropology, Arab, culture, change, discourse, exclusions, gender, identity, ideology, inclusion, literature, media, linguistic, language, monolingual, narratives, semiotic, translanguaging A growing number of countries are implementing school initiatives aimed at developing students’ knowledge of multiple languages to help them thrive in a globalized world. Research indicates that learning languages can be made more effective if teachers draw on their own and their students’ entire language repertoires during lessons, yet few studies have systematically investigated the extent to which language teachers are willing and able to do this. This chapter reports the findings from a mixed-methods study on secondary school teachers of Arabic, English, and French based in the UAE that explored their teaching practices using an ecological perspective. Drawing upon data collected via unstructured interviews, the study’s findings revealed common themes among the participants vis-à-vis their ability and willingness to draw on their and their students’ multilingualism as a pedagogical resource. The chapter concludes by offering recommendations for how schools and policymakers can implement specific measures to help teachers and students fully realize their multilingual potential. 2022-06-02T04:09:12Z 2022-06-02T04:09:12Z 2022-06-01T09:13:35Z 2022 chapter https://library.oapen.org/handle/20.500.12657/55798 9780367711733 9780367711719 https://directory.doabooks.org/handle/20.500.12854/82370 eng open access image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/55798/1/9781003149637_10.4324_9781003149637-11.pdf https://library.oapen.org/bitstream/20.500.12657/55798/1/9781003149637_10.4324_9781003149637-11.pdf Taylor & Francis Routledge 10.4324/9781003149637-16 10.4324/9781003149637-16 fa69b019-f4ee-4979-8d42-c6b6c476b5f0 Linguistic Identities in the Arab Gulf States Universitetet i Bergen 39729116-4b2f-4b53-936b-3f05ae46f005 9780367711733 9780367711719 Routledge 18 open access |
| spellingShingle | Analysis, anthropology, Arab, culture, change, discourse, exclusions, gender, identity, ideology, inclusion, literature, media, linguistic, language, monolingual, narratives, semiotic, translanguaging Calafato, Raees Chapter 11 Multilingual teacher identity in the Emirates |
| title | Chapter 11 Multilingual teacher identity in the Emirates |
| title_full | Chapter 11 Multilingual teacher identity in the Emirates |
| title_fullStr | Chapter 11 Multilingual teacher identity in the Emirates |
| title_full_unstemmed | Chapter 11 Multilingual teacher identity in the Emirates |
| title_short | Chapter 11 Multilingual teacher identity in the Emirates |
| title_sort | chapter 11 multilingual teacher identity in the emirates |
| topic | Analysis, anthropology, Arab, culture, change, discourse, exclusions, gender, identity, ideology, inclusion, literature, media, linguistic, language, monolingual, narratives, semiotic, translanguaging |
| topic_facet | Analysis, anthropology, Arab, culture, change, discourse, exclusions, gender, identity, ideology, inclusion, literature, media, linguistic, language, monolingual, narratives, semiotic, translanguaging |
| url | https://library.oapen.org/handle/20.500.12657/55798 |
| work_keys_str_mv | AT calafatoraees chapter11multilingualteacheridentityintheemirates |