Preparing teachers to work with multilingual learners
著者
書誌事項
Preparing teachers to work with multilingual learners
(Bilingual education and bilingualism / series editors, Colin Baker and Nancy Hornberger, 130)
Multilingual Matters, c2021
- : pbk
大学図書館所蔵 全5件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
This collection examines a diverse range of approaches to multilingualism in teacher education programmes across Europe and North America. The authors investigate how pre-service teachers are being prepared to work in multilingual contexts and discuss the key features of current pre-service teacher education initiatives that address the increasing linguistic and cultural diversity evident in classrooms in their respective countries. The focus is not only on migrant-background learners but includes students from Indigenous, autochthonous and heritage language backgrounds, and speakers of minoritised regional varieties. The chapters contextualise, both historically and ideologically, the specific initiatives and measures taken in the participating countries. They also reveal the complexity of each educational context and the role that history, language policies and institutional and programmatic priorities play in the development and implementation of a multilingual focus in teacher education. In exploring how pre-service teachers are being prepared to work in multilingual contexts, the authors take a critical view of how multilingualism itself is conceptualised within and across contexts. The book highlights the valuable impact that explicit instruction on theories of multilingualism, pedagogies in multilingual classrooms and lived realities of multilingual children can have on the beliefs and practices of pre-service teachers.
目次
Acknowledgements
Contributors
1. Meike Wernicke, Antje Hansen, Svenja Hammer and Tobias Schroedler: Multilingualism and Teacher Education: Introducing the MultiTEd Project
2. Tobias Schroedler: What is Multilingualism? Towards an Inclusive Understanding
3. BethAnne Paulsrud and Adrian Lundberg: One School for All? Multilingualism in Teacher Education in Sweden
4. Tamas Peter Szabo, Elisa Repo, Niina Kekki and Kristiina Skinnari: Multilingualism in Finnish Teacher Education
5. Lisa Berkel-Otto, Antje Hansen, Svenja Hammer, Svenja Lemmrich, Tobias Schroedler and Angela Uribe: Multilingualism in Teacher Education in Germany: Differences in Approaching Linguistic Diversity in Three Federal States
6. Lucia Miskulin Saletovic, Klara Bilic Mestric and Emina Berbic Kolar: Multilingualism in Teacher Education in Croatia
7. Barbara Gross and Lynn Mastellotto: Approaches to Diversity: Tracing Multilingualism in Teacher Education in South Tyrol, Italy
8. Chiara Liberio and Carlos Rafael Oliveras: Multilingualism and Primary Initial Teacher Education in the Republic of Ireland: Policies and Practice
9. Meike Wernicke: Preparing Teachers for Multilingual Classrooms in English Canada
10. Jessie Hutchison Curtis: Multilingualism and Teacher Education in the United States
11. Svenja Hammer, Antje Hansen and Meike Wernicke: Diversity in Teacher Preparation for Multilingual Contexts
Index
To see multilingual abstracts for this book please go to our website.
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