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Teachers’ Perspectives, Practices and Challenges in Multilingual Education

by Nagore Ipiña Larrañaga (Volume editor) Ainara Imaz Agirre (Volume editor) Begoña Pedrosa (Volume editor) Eneritz Garro (Volume editor)
Edited Collection 212 Pages

Table Of Content

  • Cover
  • Title
  • Copyright
  • About the editors
  • About the book
  • This eBook can be cited
  • Table of Contents
  • List of Contributors
  • Introduction
  • Chapter 1. Navigating between Languages: Multilingual Speakers’ Perceptions (Jasone Cenoz and Durk Gorter)
  • Chapter 2. Background and Perspective of Compulsory Secondary Education Teachers When Working in the School Language in Their Disciplinary Areas (Eneritz Garro, Karmele Perez-Lizarralde, and Amaia Lersundi)
  • Chapter 3. Shifting Perspectives in Lateral Entrants on Their Way to Become Coequal Teachers (Thomas Wendeborn / Ralf Schlöffel)
  • Chapter 4. How Can I Train Myself to Be an Expert Teacher? A Teaching Practicum Experience (Itziar Iriondo, Itziar Plazaola and Teresa Zulaika)
  • Chapter 5. Conceptualising Effective CLIL Teaching Practice: the ECTP Observation Tool (Carme Flores)
  • Chapter 6. Language Teaching and Teacher Training in Catalonia in the 21st Century: Plurilingualism in Practice (Mariona Casas, Llorenç Comajoan, Núria Medina, and Anna Vallbona)
  • Chapter 7. Perceptions towards Multilingual Practices in Teacher Education (Nagore Ipiña and Begoña Pedrosa)
  • Chapter 8. Challenges in English as a Foreign Language Teaching in the Basque Country: Pre-service and In-service Teachers’ Perspectives (Ainara Imaz Agirre and Agurtzane Bikuña)
  • Chapter 9. Constructing Research Pathways from Multilingual Challenges to Pluriliteracies Practices (Do Coyle)

cover

Bibliographic Information published by the
Deutsche Nationalbibliothek

The Deutsche Nationalbibliothek lists this publication in the Deutsche
Nationalbibliografie; detailed bibliographic data is available online at
http://dnb.d-nb.de.

Library of Congress Cataloging-in-Publication Data
A CIP catalog record for this book has been applied for at the
Library of Congress.

About the editors

The Editors
Nagore Ipiña Larrañaga holds a PhD in educational sciences and she is a lecturer and researcher at Mondragon University.

Ainara Imaz Agirre holds PhD in language acquisition in multilingual settings and she is a lecturer and researcher at Mondragon University.

Begoña Pedrosa Lobato holds PhD in language acquisition in multilingual settings and she is a lecturer and researcher at Mondragon University.

Eneritz Garro Larrañaga holds a PhD in Basque studies and linguistics and she is a lecturer and researcher at Mondragon University.

About the book

Nagore Ipiña Larrañaga / Ainara Imaz Agirre /
Begoña Pedrosa Lobato / Eneritz Garro Larrañaga (eds.)

Teachers’ Perspectives, Practices and Challenges
in Multilingual Education

The aim of this book is to address teachers’ perspectives, practices and challenges in multilingual education. The book that brings together perspectives and practices in multilingual contexts could be of great interest for researchers, practitioners and stakeholders because it also provides ideas for pedagogical practice and new language policies. It covers key concepts such as emotional aspects of multilingualism, innovation in language teaching and teacher training and challenges in (foreign) language teaching.

This eBook can be cited

This edition of the eBook can be cited. To enable this we have marked the start and end of a page. In cases where a word straddles a page break, the marker is placed inside the word at exactly the same position as in the physical book. This means that occasionally a word might be bifurcated by this marker.

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List of Contributors

Agurtzane Bikuña

Mondragon Unibertsitatea

Ainara Imaz Agirre

Mondragon Unibertsitatea

Amaia Lersundi

Mondragon Unibertsitatea

Anna Vallbona

Universitat de Vic-Universitat Central de Catalunya

Begoña Pedrosa

Mondragon Unibertsitatea

Carme Flores

Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna, Universitat Ramon Llull

Do Coyle

University of Edinburgh

Durk Gorter

University of the Basque Country, UPV/EHU-Ikerbasque, Basque Foundation for Science

Eneritz Garro

Summary

The aim of this book is to address teachers’ perspectives, practices and challenges in multilingual education. The book that brings together perspectives and practices in multilingual contexts could be of great interest for researchers, practitioners and stakeholders because it also provides ideas for pedagogical practice and new language policies. It covers key concepts such as emotional aspects of multilingualism, innovation in language teaching and teacher training and challenges in (foreign) language teaching.

Details

Pages
212
ISBN (PDF)
9783631825570
ISBN (ePUB)
9783631825587
ISBN (MOBI)
9783631825594
ISBN (Book)
9783631819791
Language
English
Publication date
2020 (September)
Tags
Multilingual education pre-service in-service teachers
Published
Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2020. 212 pp., 8 fig. b/w, 29 tables.

Biographical notes

Nagore Ipiña Larrañaga (Volume editor) Ainara Imaz Agirre (Volume editor) Begoña Pedrosa (Volume editor) Eneritz Garro (Volume editor)

Nagore Ipiña Larrañaga holds a PhD in educational sciences and she is a lecturer and researcher at Mondragon University. Ainara Imaz Agirre holds PhD in language acquisition in multilingual settings and she is a lecturer and researcher at Mondragon University. Begoña Pedrosa Lobato holds PhD in language acquisition in multilingual settings and she is a lecturer and researcher at Mondragon University. Eneritz Garro Larrañaga holds a PhD in Basque studies and linguistics and she is a lecturer and researcher at Mondragon University.

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Title: Teachers’ Perspectives, Practices and Challenges in Multilingual Education