03867nam 22006735 450 991078378410332120230617042155.01-280-50166-997866105016631-85359-823-210.21832/9781853598234(CKB)1000000000245138(EBL)255727(OCoLC)568233026(SSID)ssj0000255885(PQKBManifestationID)11215005(PQKBTitleCode)TC0000255885(PQKBWorkID)10223825(PQKB)10079034(DE-B1597)514069(OCoLC)1083625294(DE-B1597)9781853598234(MiAaPQ)EBC255727(EXLCZ)99100000000024513820200707h20052005 fg 0engurnn#---|u||utxtccrTeacher Collaboration and Talk in Multilingual Classrooms /Angela CreeseBlue Ridge Summit, PA :Multilingual Matters,[2005]©20051 online resource (229 p.)Bilingual Education & BilingualismDescription based upon print version of record.1-85359-821-6 1-85359-822-4 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 --IndexThis 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.Native language and education - England - London - Case studiesNative language and educationEducation (Secondary)EnglandLondonCase studiesEducation, BilingualEnglandLondonCase studiesChildren of immigrantsEnglandLondonCase studiesLanguage policyEnglandLondonCase studiesNative language and education - England - London - Case studies.Native language and educationEducation (Secondary)Education, BilingualChildren of immigrantsLanguage policy371.14/8418.0071Creese Angelaauthttp://id.loc.gov/vocabulary/relators/aut1479172DE-B1597DE-B1597BOOK9910783784103321Teacher Collaboration and Talk in Multilingual Classrooms3695166UNINA