LEADER 00720nam0-22002651i-450- 001 990003563450403321 005 20001010 035 $a000356345 035 $aFED01000356345 035 $a(Aleph)000356345FED01 035 $a000356345 100 $a20000920d1961----km-y0itay50------ba 101 0 $aita 105 $ay-------001yy 200 1 $aIntroduction to the social sciences$fM. Duverger 210 $aLondon$cs.e.$d1961 700 1$aDuverger,$bMaurice$f<1917- >$067991 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990003563450403321 952 $aSE 052.05.20-$b035339$fDECSE 959 $aDECSE 996 $aIntroduction to the social sciences$9492841 997 $aUNINA DB $aING01 LEADER 03901nam 22006855 450 001 9910450473303321 005 20210611012119.0 010 $a1-280-50166-9 010 $a9786610501663 010 $a1-85359-823-2 024 7 $a10.21832/9781853598234 035 $a(CKB)1000000000245138 035 $a(EBL)255727 035 $a(OCoLC)568233026 035 $a(SSID)ssj0000255885 035 $a(PQKBManifestationID)11215005 035 $a(PQKBTitleCode)TC0000255885 035 $a(PQKBWorkID)10223825 035 $a(PQKB)10079034 035 $a(DE-B1597)514069 035 $a(OCoLC)1083625294 035 $a(DE-B1597)9781853598234 035 $a(MiAaPQ)EBC255727 035 $a(EXLCZ)991000000000245138 100 $a20200707h20052005 fg 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aTeacher Collaboration and Talk in Multilingual Classrooms /$fAngela Creese 210 1$aBlue Ridge Summit, PA :$cMultilingual Matters,$d[2005] 210 4$dİ2005 215 $a1 online resource (229 p.) 225 0 $aBilingual Education & Bilingualism 300 $aDescription based upon print version of record. 311 0 $a1-85359-821-6 311 0 $a1-85359-822-4 327 $tFront matter --$tContents --$tAcknowledgements --$tA Note on Terminology --$tAbbreviations --$tIntroduction --$tChapter 1. Theoretical and Methodological Frameworks --$tChapter 2. Policy into Practice --$tChapter 3. Teachers in Multilingual Mainstream Classrooms: Enacting Inclusion --$tChapter 4. Teachers Talking: The Discourses of Collaborating Teachers --$tChapter 5. The Discursive Positionings of Teachers in Collaboration --$tChapter 6. Teacher Collaboration in Support and Withdrawal Modes --$tChapter 7. Teaching Partnerships --$tChapter 8. Content-based Language-learning and Language-based Content-learning: Learning a Second Language in the Mainstream Classroom --$tChapter 9. Bilingual Teachers and Students in Secondary School Classrooms: Using Turkish for Curriculum-learning --$tChapter 10. Mediating Allegations of Racism: Bilingual EAL Teachers in Action --$tChapter 11. Conclusions --$tBibliography --$tIndex 330 $aThis 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. 606 $aNative language and education - England - London - Case studies 606 $aNative language and education$xEducation (Secondary)$zEngland$zLondon$vCase studies 606 $aEducation, Bilingual$zEngland$zLondon$vCase studies 606 $aChildren of immigrants$zEngland$zLondon$vCase studies 606 $aLanguage policy$zEngland$zLondon$vCase studies 608 $aElectronic books. 615 4$aNative language and education - England - London - Case studies. 615 0$aNative language and education$xEducation (Secondary) 615 0$aEducation, Bilingual 615 0$aChildren of immigrants 615 0$aLanguage policy 676 $a371.14/8 676 $a418.0071 700 $aCreese$b Angela$4aut$4http://id.loc.gov/vocabulary/relators/aut$01029967 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910450473303321 996 $aTeacher Collaboration and Talk in Multilingual Classrooms$92446662 997 $aUNINA