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Multilingualism as a resource and a goal : using and learning languages in mainstream schools

Author: Marianne Turner
Publisher: Cham, Switzerland : Palgrave Macmillan, [2019]
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:

By clearly linking language practices to teaching and learning objectives, the book aims to support school leaders and practitioners make informed decisions about how best to promote multilingualism  Read more...

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Genre/Form: Electronic books
Additional Physical Format: Print version:
Turner, Marianne
Multilingualism As a Resource and a Goal : Using and Learning Languages in Mainstream Schools
Cham : Palgrave Macmillan US,c2019
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Marianne Turner
ISBN: 9783030215910 3030215911
OCLC Number: 1120697209
Notes: 7.2.2 Participants and Data Collection
Description: 1 online resource (317 p.)
Contents: Intro; Acknowledgements; Contents; List of Figures; List of Tables; 1: Introduction; 1.1 What the Book Is About; 1.2 A Monolingual View of Language; 1.3 Communicative Repertoires; 1.4 Languages Across the Curriculum; 1.5 Teaching and Learning Objectives; 1.6 Structure of the Book; References; Part I Foundations; 2: Language and Multilingualism; 2.1 Language as a Social Construct; 2.2 Language as a Political Tool; 2.3 Bi/Multilingualism; 2.4 Translanguaging; 2.5 The Nature of Linguistic Repertoire; 2.6 Widening the Lens; 2.7 Conclusion; References 3: Use of Languages Across the Curriculum3.1 Introduction; 3.2 Instructional Separation of Languages; 3.3 Flexibility in the Use of a Target Language; 3.4 Incorporating Students' Languages into English-Medium Classrooms; 3.5 Language-Related Pedagogies: Learning Through the Target Language; 3.5.1 Form-Focused Instruction; 3.5.2 Functional Language; 3.5.3 Language Scaffolding; 3.6 Crosslinguistic Pedagogy; 3.7 Conclusion; References; 4: Opportunities to Learn (Through) Languages; 4.1 Introduction; 4.2 Opportunities to Learn from a Sociocultural Perspective; 4.3 Multilingual Stance 4.4 Student Engagement with Languages4.5 Institutional Structures; 4.6 A Multilingual Practices Framework; 4.7 Conclusion; References; Part II Application; 5: Primary Schools with Heritage-Language Students; 5.1 Introduction; 5.2 The Study; 5.2.1 Aims; 5.2.2 Participants and Data Collection; 5.3 Lesson Sequences; 5.4 Summary of Findings; 5.5 Multilingual Stance; 5.5.1 What It Means to Be Bilingual; 5.5.2 Literacy Practices; 5.6 Student Engagement With Languages; 5.6.1 Connecting Home and School; 5.6.2 Heritage Languages at School; 5.7 Institutional Structures and Pedagogies 5.7.1 Professional Learning and Teacher Collaboration5.7.2 Student-Centred Learning, Inclusion of the Community and Crosslinguistic Pedagogy; 5.8 Opportunities to Learn (Through) Languages; 5.8.1 Heritage Languages as Central to Learning; 5.8.2 Heritage Languages as Relevant to Learning; 5.8.3 Monolingual Students; 5.9 Discussion; 5.10 Conclusion; References; 6: A Whole-School Primary Bilingual Programme; 6.1 Introduction; 6.2 The Study; 6.2.1 Aims; 6.2.2 Participants and Data Collection; 6.3 Lessons and Lesson Sequences; 6.4 Summary of Findings; 6.5 Multilingual Stance 6.5.1 Heritage Languages6.5.2 Learning Japanese; 6.6 Student Engagement With Languages; 6.6.1 Japanese; 6.6.2 (Other) Heritage Languages; 6.7 Institutional Structures and Pedagogies; 6.7.1 Consistency and Student-Centred Learning; 6.7.2 Language-Related Pedagogies; 6.8 Opportunities to Learn (Through) Languages; 6.8.1 The Japanese-Medium Classroom; 6.8.2 Heritage Languages in the English-Medium Classroom; 6.9 Discussion; 6.10 Conclusion; References; 7: Teacher-Driven CLIL Initiatives in Secondary Schools; 7.1 Introduction; 7.2 The Study; 7.2.1 Aims
Responsibility: Marianne Turner.

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