TALK in multilingual classrooms
Teachers' awareness of Language knowledge in secondary education
(Sprache: Englisch)
This volume presents a variety of concepts, practices, and experiences in the field of content learning through the additional Language(s) of learners in a migration society. Moreover, it describes how migration pedagogy has become a catalyst for discussing...
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This volume presents a variety of concepts, practices, and experiences in the field of content learning through the additional Language(s) of learners in a migration society. Moreover, it describes how migration pedagogy has become a catalyst for discussing the ideological and power aspects of Language learning and how a hegemony-critical attitude needs to become an integral part of classroom Language learning and communicating. In this context, the deliberate development of Teachers' Awareness of Language Knowledge (TALK) through a variety of supportive Measures is considered to be of central pedagogical importance. Principles and practical applications of TALK for the classroom are discussed and evaluated.
Klappentext zu „TALK in multilingual classrooms “
This volume presents a variety of concepts, practices, and experiences in the field of content learning through the additional Language(s) of learners in a migration society. It contains reflections on the complex interplay between the unifying characteristics of monolingual and multilingual programmes and their often diverging, local, and contextual interpretations and implementations. In addition, it describes how migration pedagogy has become a catalyst for discussing the ideological and power aspects of Language learning and how a hegemony-critical attitude needs to become an integral part of classroom Language learning and communicating. In this context, the deliberate development of Teachers' Awareness of Language Knowledge (TALK) through a variety of supportive Measures is considered to be of central pedagogical importance. Principles and practical applications of TALK for the classroom are discussed and evaluated.
Autoren-Porträt
Hochschulprof. Dr. Marion Döll studierte Pädagogik, Sozialpsychologie und Sonderpädagogik an der Gottfried Wilhelm Leibniz Universität Hannover und war anschliessend als wissenschaftliche Mitarbeiterin an den Universitäten Hamburg, Paderborn und Wien tätig. Seit 2014 ist sie Hochschulprofessorin für Erziehungswissenschaft mit dem Schwerpunkt sprachliche Bildung und migrationsbedingte Mehrsprachigkeit am Fachbereich Bildungswissenschaften der PH Oberösterreich. Ihre Arbeitsschwerpunkte sind Sprachkompetenzdiagnose, Mehrsprachigkeit, Migration und Bildung sowie PädagogInnenbildung in der Migrationsgesellschaft. Katja Feigenspan is head of the department for Didactics of Biology at the Friedrich-Alexander-University Erlangen-Nuremberg, Germany. Her research interests are mainly in Language-aware Subject teaching and competencies of bioethical judgment. Ulla Fürstenberg is a senior lecturer at the Department of English Studies, University of Graz, Austria. Her main research interests cover teacher Language awareness, Content and Language Integrated Learning (CLIL), Teacher training and Integrating Content and Language in Higher Education (ICLHE). Erwin M. Gierlinger is Professor of English Didactics and methodology at the University of Education Upper Austria, Linz. His research interests and publications are mainly in CLIL teacher pedagogy. He is the owner of the blog https://clilingmesoftly.wordpress.com. Susanne Guckelsberger works at the Language Center of the University of Hamburg, Germany. Her research focuses on teacher qualification for German as a second / foreign Language. Esin-Isil Gülbeyaz, Studium der Germanistik und Romanistik an der Leibniz Universität Hannover; DAAD-Ortslektorin für Deutsch an der National University of Changwon / Südkorea; Lehre und Forschung an den Universitäten Augsburg, Bayreuth und Potsdam; Promotion an der Pädagogischen Hochschule Ludwigsburg in Sprachwissenschaft und Mehrsprachigkeitsforschung.Zurzeit forscht und lehrt sie an
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unterschiedlichen europäischen Universitäten wie Hamburg und Utrecht. Verena Holzapfel is an Austrian English and History teacher, currently teaching in lower secondary education in Linz, Austria. Johanna Hütter teaches English and Science at a College for Higher Vocational Education with a focus on elementary education in Linz, Austria. Gudrun Keplinger works as Professor of English Didactics at the Private University of Education, Linz Diocese, Austria. Her current research focuses on interaction types in synchronous computer-mediated versus face-to-face English didactic courses. Petra Kletzenbauer is a university lecturer at FH JOANNEUM, University of Applied Sciences in Austria. She also teaches English at a Montessori school. Her research interests include CLIL (Content and Language Integrated Learning), English for Specific Purposes (ESP) and alternative teaching strategies.
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Bibliographische Angaben
- 2023, Neuausgabe, 360 Seiten, Masse: 16,8 x 23,6 cm, Kartoniert (TB), Englisch
- Herausgegeben: Erwin M. Gierlinger, Gudrun Keplinger, Marion Döll
- Verlag: Waxmann Verlag GmbH
- ISBN-10: 383094652X
- ISBN-13: 9783830946526
- Erscheinungsdatum: 16.03.2023
Sprache:
Englisch
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