Reshaping Pedagogies for a Plurilingual Agenda

Autor/in	Anderson, Jim
Titel	Reshaping Pedagogies for a Plurilingual Agenda
Quelle	In: Language Learning Journal, 39 (2011) 2, S.135-147 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
Schlagwörter	Student Teachers; Education Courses; Second Language Learning; Mandarin Chinese; Second Language Instruction; Multilingualism; Teaching Methods; Interviews; Language Teachers; Semitic Languages; Urdu; Indo European Languages; Foreign Countries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Fortbildungskurs; Zweitsprachenerwerb; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Language teacher; Sprachunterricht; Arabisch; Hebräisch; Indoeuropäisch; Ausland
Abstract	The realisation of plurilingualism requires a more open and inclusive approach to language teaching and one which takes account of various factors involved in working with learners who have a background in the target language and culture. This article seeks to identify these factors within the context of a set of broader principles for second language teaching and thereby to provide a basis for the development of flexible, personalised pedagogies. The theoretical model presented emerges from interviews carried out with former student teachers of Arabic, Mandarin, Panjabi and Urdu currently working in London schools, as well as from the development of an innovative initial teacher education course at Goldsmiths, University of London, introduced to cater for the needs of teachers of these languages. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10