Del i serien Routledge Studies in Applied Linguistics

Transnational Approaches to Bilingual and Second Language Teacher Education

Inbunden, Engelska, 2024

2 659 kr

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This innovative collection explores transnational approaches to bilingual teacher education from different angles, unpacking the challenges and opportunities in contemporary global bilingual programs.The book offers a thorough account of transnational pedagogical research and best practice in bilingual and second language education to advance bilingual and content and language integrated learning (CLIL) teacher education programs across international contexts, including Australia, Mexico, the United States, the United Kingdom, and around Europe. The book offers a window into better understanding issues around research outcomes on bilingual education professional development models adaptable for diverse settings, translanguaging pedagogy, creative and multimodal tools, and methodological strategies. The book also examines the challenges involved in plurilingual classrooms and formal and informal bilingual education in urban and rural areas. Influenced by the demands raised by the pandemic, some chapters discuss integrated frameworks for hybrid language learning in distance education. This volume will be of interest to students and scholars in bilingual teacher education, bilingual and second language education, and CLIL.

Produktinformation

Utgivningsdatum2024-05-08
Mått152 x 229 x 18 mm
Vikt453 g
FormatInbunden
SpråkEngelska
SerieRoutledge Studies in Applied Linguistics
Antal sidor228
FörlagTaylor & Francis Ltd
ISBN9781032391434

Tillhör följande kategorier

List of FiguresList of TablesList of ContributorsIntroduction. Transnational views and experiences on bilingual and second language teacher education, M. Dolores Ramírez-VerdugoPart 1. Pedagogical Approaches to Bilingual Teacher Education and Professional DevelopmentChapter 2. Realization of interdisciplinary learning environments through CLIL, David Marsh & Wendy Díaz PérezChapter 3. Multimodal and creative tools in the translanguaging ELA classroom, Ivana EspinetChapter 4. Reflective Co-teaching in primary EFL and CLIL teacher education, Alfonso López Hernández & Magdalena Custodio-EspinarChapter 5. A framework for developing (inter)cultural component in CLIL teacher education, Ana Otto & M. Elena Serrano-MoyaChapter 6. A COVID-triggered and language-oriented pedagogical awakening, Michał DaszkiewiczChapter 7. Paths toward critical literacy: Colombian teacher-researchers' understandings of literacy in the language classroom, M. Teresa Esteban Nuñez, Anna Carolina Peñaloza-Rallón, and Ana Olga RallónChapter 8. A Technology-based English Rhythm Approach for Bilingual Higher Education, Raúl Jiménez Vilches & M. Dolores Ramírez-VerdugoPart 2. Plurilingual contexts in Second Language and Bilingual Teacher EducationChapter 9. Current challenges for bilingual teacher education – the multilingual classroom, Lluïsa Astruc & M. Paz Marín GarcíaChapter 10. Language education challenges in and outside of the classroom: A case study in rural Sonora, Carolyn O'Meara, Stephen A. Marlett, and Cathy M. MarlettChapter 11. Albanian and Spanish bilingual primary school teacher exchange: Experience impact and challenges, Joseph Xhixhu and M. Dolores Ramirez-VerdugoChapter 12. CoAssessment of content and language: the case of CLIL, EMI, and multilingual contexts, Helena ReirstamConclusion. International challenges and perspectives in a second language and bilingual teacher education, M. Dolores Ramírez VerdugoIndex