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Empowering Teachers Across Cultures- Enfoques críticos- Perspectives croisées

Enfoques críticos. Perspectives croisées

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Anne-Marie de Mejía and Christine Hélot

This book explores how researchers in different parts of the world deal with the notion of cultural diversity in teacher education programmes. In each of the nine countries presented in this volume (USA, Scotland, Japan, Finland, Colombia, France, New Zealand, Canada, and Mexico) the discussion centres on how individual teachers can be empowered to become professionals who make a difference. Whether teachers are working in bilingual programmes or not, the questions are similar: how they can be supported in their negotiation at the classroom level of language contact and cultural difference, and in their understanding of the interface between top-down policies, language ideologies and changing practices in the face of multilingualism.
Este libro explora la manera como investigadores en distintas partes del mundo se refieren a la noción de diversidad cultural en los programas de formación de profesores. En cada uno de los nueve países referidos en este volumen (Estados Unidos, Escocia, Japón, Finlandia, Colombia, Francia, Nueva Zelandia, Canadá y México) la discusión se centra en la manera como los profesores individualmente considerados pueden ser empoderados a fin de constituirse en verdaderos agentes de cambio. Sea que los profesores estén o no vinculados a programas bilingües, la temática sigue siendo la misma: como brindarles apoyo en la interacción en el salón de clase a nivel de contacto linguistic y diferencia cultural, y en la comprensión entre interfaces de políticas impuestas jerárquicamente, ideología lingüística y cambio de prácticas.
Ce livre explore la façon dont, dans diverses régions du monde, les chercheurs interprètent la notion de diversité linguistique dans les programmes de formation des enseignants. Dans chacun des neufs pays représentés dans ce volume (USA, Écosse, Japon, Finlande, Colombie, France, Nouvelle-Zélande, Canada et Mexique) la discussion concerne la manière dont les enseignants peuvent être encouragés et soutenus dans leur développement professionnel afin qu’ils puissent agir sur leur contexte éducatif et s’impliquer dans le changement. Que ces enseignants travaillent dans des programmes bilingues ou pas, les questions restent les mêmes : comment les aider à négocier les contacts de langues et les différences culturelles au sein de leur classe, comment les aider à comprendre les liens entre les politiques linguistiques éducatives, les idéologies langagières, et les nouvelles pratiques pédagogiques dans le contexte général de nos sociétés multilingues.

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ANNE-MARIE DE MEJÍA/CHRISTINE HÉLOT Introduction: Empowering teachers across cultures. Perspectives croisées, enfoques críticos 11

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ANNE-MARIE DE MEJIA/CHRISTINE HELOT Empowering Teachers across Cultures. Perspectives croisées, enfoques críticos 1 Introduction The English title we have chosen for this volume – Empowering Teachers Across Cultures – is deliberately ambiguous. It means two things: on one hand, we want to explore how researchers in different parts of the world deal with the notion of cultural diversity in teacher education programmes, and on the other, we want to show how, in each of the nine countries presented here, individual teachers can be empowered to become professionals who make a difference. Whether these teachers are working in bilingual programmes or not, the questions are similar: how can they be supported in their negotiation at the classroom level of language contact and cultural difference, in their under- standing of the interface between top-down policies, language ideologies and changing practices in the face of multilingualism? As for our subtitles in French and Spanish, they are not meant to be a token use of other languages. We felt strongly that while lip service is often paid to the importance of recognising and valuing multilingual practices, most books on the subject are, in fact, written and published in only one language, more often than not, English.1 Thus, as editors, we took the rather unusual decision of drawing up a proposal, which not only discusses key aspects of multilingualism and multilingual policies and classroom practices, but also envisions a trilingual publication. This book represents an attempt to put into practice a multilingual discussion on multilingualism...

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