Del 129 - New Perspectives on Language and Education

Teacher Agency in Multilingual Pedagogies

Pedagogical Spaces in the Primary School

Häftad, Engelska, 2025

AvThomas Quehl

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Through an ethnographic study that took place in highly diverse primary school classrooms in London and the East of England, UK, this book engages with teachers’ perspectives and children's descriptions of their plurilingual experiences, as it explores what constitutes, hinders and potentially facilitates teachers’ agency in multilingual pedagogies. The concept of teacher agency offers a powerful lens for critical reflections on the – often monolingual – status quo and on possible transformations in schools, where teachers seek to create pedagogical spaces that acknowledge, engage and promote pupils’ plurilingual repertoires. This book develops a nuanced framework for understanding and enhancing teacher agency in multilingual pedagogies. It also encourages teacher educators and policymakers to recognise multilingual pedagogies as an integral part of (primary) school pedagogy and to support the capacity of present and future teachers to build on their professional knowledge and experiences, when normalising multilingual pedagogies in mainstream schools.

Produktinformation

Utgivningsdatum2025-04-15
Mått156 x 234 x 12 mm
Vikt330 g
FormatHäftad
SpråkEngelska
SerieNew Perspectives on Language and Education
Antal sidor219
FörlagMultilingual Matters
ISBN9781800416062

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AcknowledgementsKey to TranscriptsIntroduction Chapter 1. Multilingual Pedagogies and Teacher Agency – Mapping out the Frameworks Chapter 2. Researching Teacher Agency: The Study Chapter 3. Classrooms in Real Schools: Contexts for Teacher Agency Chapter 4. Schools: Contexts for Multilingualism? Chapter 5. Between the Monolingual Norm and Superdiverse Voices Chapter 6. Teachers’ Perspectives in Busy Multilingual Classrooms Chapter 7. Towards Possibilities of Multilingual Pedagogies Chapter 8. Teacher Agency in Multilingual Pedagogies: No GuaranteesReferencesIndex

Through authentic narratives and critical insights, Thomas Quehl’s book illuminates the untapped potential of teacher agency in multilingual classrooms, inspiring educators to embrace linguistic diversity as a vehicle for educational transformation. It bridges gaps between research and practice, empowering teachers and students alike to navigate and thrive in a superdiverse world. Having seen Thomas Quehl actually experimenting with what he now describes in this book makes reading it even more special.