Teacher Collaboration and Talk in Multilingual Classrooms

AvAngela Creese

Häftad, Engelska, 2005

Del 51 i serien Bilingual Education & Bilingualism

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Beskrivning

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.

Produktinformation

Utgivningsdatum:2005-08-02
Mått:170 x 225 x 13 mm
Vikt:370 g
Format:Häftad
Språk:Engelska
Serie:Bilingual Education & Bilingualism
Antal sidor:232
Förlag:Channel View Publications Ltd
ISBN:9781853598210

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Mer om författaren

Angela Creese is Senior Lecturer in the School of Education, University of Birmingham, UK. Her research interests are in multilingual classrooms, community languages, complementary schooling and linguistic ethnography.

Recensioner i media

What a refreshing fusion of a classroom discourse analysis grounded in linguistic anthropology, and a policy analysis looking at the role of power in the enactment of top-down policies for multilingual students. This book was a fascinating read. This book is ambitious and well-researched on many levels. Creese has made a valuable contribution to our understanding of the ways that policies and their concomitant ideologies play out in multilingual secondary classrooms.

Innehållsförteckning

AcknowledgementsA Note on TerminologyList of AbbreviationsIntroduction1. Theoretical and Methodological Frameworks2. Policy into Practice3. Teachers in Multilingual Mainstream Classrooms: Enacting Inclusion4. Teachers Talking: The Discourses of Collaborating Teachers5. The Discursive Positionings of Teachers in Collaboration6. Teacher Collaboration in Support and Withdrawal Modes7. Teaching Partnerships8. Content-based Language-learning and Language-based Content-learning: Learning a Second Language in the Mainstream Classroom9. Bilingual Teachers and Students in Secondary School Classrooms: Using Turkish for Curriculum-learning10. Mediating Allegations of Racism: Bilingual EAL Teachers in Action11. ConclusionsBibliographyIndex