Russell Cross – författare

Do your students struggle to see the point in learning a language other than English? Do you teach in an English-dominant setting? If so, this book is a 'must-read'. It offers international perspectives on CLIL, a revolutionary teaching approach where students study subjects, for example physics or history, in a language which is not their own. Informed by research carried out by the authors, it addresses the issues of developing CLIL in Anglophone contexts and shows how to implement this method of language learning successfully in the reality of the classroom. Through three key themes, sustainability, pedagogy and social justice, each author explores CLIL as a means of addressing the high levels of cultural diversity and socio-economic disparity in Anglophone-dominant settings. Authored by experts in the field, it offers a set of flexible teaching tools, which serve to combine language and content, ultimately enhancing the learning experience of students.

Do your students struggle to see the point in learning a language other than English? Do you teach in an English-dominant setting? If so, this book is a 'must-read'. It offers international perspectives on CLIL, a revolutionary teaching approach where students study subjects, for example physics or history, in a language which is not their own. Informed by research carried out by the authors, it addresses the issues of developing CLIL in Anglophone contexts and shows how to implement this method of language learning successfully in the reality of the classroom. Through three key themes, sustainability, pedagogy and social justice, each author explores CLIL as a means of addressing the high levels of cultural diversity and socio-economic disparity in Anglophone-dominant settings. Authored by experts in the field, it offers a set of flexible teaching tools, which serve to combine language and content, ultimately enhancing the learning experience of students.

Against the backdrop of equity-sensitive approaches within education policy and practice, inequalities in student attainment remain a persistent problem. In response, this book advances the concept of social justice dispositions (SJDs), offering a new perspective by shifting the focus to what operates between the values and beliefs of policymakers and educators and the actual everyday practice evident within classrooms.In this intermediary space between belief and practice, this book conceives of social justice dispositions being one part of a larger collection of dispositions that constitute one’s habitus, drawing from the work of French sociologist Pierre Bourdieu. Bringing this together with methodological insights from cultural-historical activity theory, the authors seek to identify a spectrum of social justice dispositions that influence the pedagogic work of schooling—dispositions evident both in the pedagogic authority of school leadership and in the pedagogic action of classroom teachers.The book contributes new lines of inquiry, conceptual tools, and novel methodological approaches to advance social justice research and outcomes in education. As such, it is essential reading for academics, scholars, and postgraduate researchers working in the space of critical research and sociology of education.