Teacher Collaboration and Talk in Multilingual Classrooms / / Angela Creese

• Record Nr.: UNINA9910968981103321
• Autore: Creese Angela
• Pubbl/distr/stampa: Blue Ridge Summit, PA : , : Multilingual Matters, , [2005]; ©2005
• ISBN: 9786610501663; 9781280501661; 1280501669; 9781853598234; 1853598232
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (229 p.)
• Collana: Bilingual Education & Bilingualism
• Disciplina: 371.14/8; 418.0071
• Soggetti: Native language and education - England - London - Case studies; Native language and education - Education (Secondary) - England - London; Education, Bilingual - England - London; Children of immigrants - England - London; Language policy - England - London
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di contenuto: Front matter -- Contents -- Acknowledgements -- A Note on Terminology -- Abbreviations -- Introduction -- Chapter 1. Theoretical and Methodological Frameworks -- Chapter 2. Policy into Practice -- Chapter 3. Teachers in Multilingual Mainstream Classrooms: Enacting Inclusion -- Chapter 4. Teachers Talking: The Discourses of Collaborating Teachers -- Chapter 5. The Discursive Positionings of Teachers in Collaboration -- Chapter 6. Teacher Collaboration in Support and Withdrawal Modes -- Chapter 7. Teaching Partnerships -- Chapter 8. Content-based Language-learning and Language-based Content-learning: Learning a Second Language in the Mainstream Classroom -- Chapter 9. Bilingual Teachers and Students in Secondary School Classrooms: Using Turkish for Curriculum-learning -- Chapter ; 10. Mediating Allegations of Racism: Bilingual EAL Teachers in Action -- Chapter 11. Conclusions -- Bibliography -- Index
• Sommario/riassunto: 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.