Teachers’ Perspectives, Practices and Challenges in Multilingual Education

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ISBN 978-3-631-81979-1 (Print)

E-ISBN 978-3-631-82557-0 (E-PDF)

E-ISBN 978-3-631-82558-7 (EPUB)

E-ISBN 978-3-631-82559-4 (MOBI)

DOI 10.3726/b17586

© Peter Lang GmbH

Internationaler Verlag der Wissenschaften

Berlin 2020

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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.

List of Contributors

Introduction

Jasone Cenoz and Durk Gorter

Chapter 1. Navigating between Languages: Multilingual Speakers’ Perceptions

Eneritz Garro, Karmele Perez-Lizarralde, and Amaia Lersundi

Chapter 2. Background and Perspective of Compulsory Secondary Education Teachers When Working in the School Language in Their Disciplinary Areas

Thomas Wendeborn / Ralf Schlöffel

Chapter 3. Shifting Perspectives in Lateral Entrants on Their Way to Become Coequal Teachers

Itziar Iriondo, Itziar Plazaola and Teresa Zulaika

Chapter 4. How Can I Train Myself to Be an Expert Teacher? A Teaching Practicum Experience

Carme Flores

Chapter 5. Conceptualising Effective CLIL Teaching Practice: the ECTP Observation Tool

Mariona Casas, Llorenç Comajoan, Núria Medina, and Anna Vallbona

Chapter 6. Language Teaching and Teacher Training in Catalonia in the 21st Century: Plurilingualism in Practice

Nagore Ipiña and Begoña Pedrosa

Chapter 7. Perceptions towards Multilingual Practices in Teacher Education

Chapter 8. Challenges in English as a Foreign Language Teaching in the Basque Country: Pre-service and In-service Teachers’ Perspectives

Do Coyle

Chapter 9. Constructing Research Pathways from Multilingual Challenges to Pluriliteracies Practices

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