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Empowering Teachers Across Cultures- Enfoques críticos- Perspectives croisées

Enfoques críticos. Perspectives croisées

Series:

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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OFELIA GARCIA/PATRICIA VELASCO Observando, Colaborando y Describiendo: Devolviéndole el poder a los docentes bilingües 29

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OFELIA GARCIA/PATRICIA VELASCO Observando, Colaborando y Describiendo: Devolviéndole el poder a los docentes bilingües Abstract Collaborative Descriptive Inquiry (CDI) allows us to dialogue as equal participants while describing the work of schools – students, teaching, etc. CDI emphasizes that it is through describing in detail that we learn to see the work of schools, thus transforming educational practices. After discussing how to carry out CDI, this chapter describes three instances where CDI was successfully implemented in empowering teachers of bilingual students. The first instance was in working with teacher education faculty. By analyzing the work of teachers-in- training, professors discovered the particularities of their students. The second instance was in a two-way bilingual elementary school where the entire school staff participated in CDI. The third instance was in a high school for Latino newcomers where the entire staff closely described student work, and the work being carried out by the teachers. By empowering educators, CDI allowed not only the acknowledgement of the strengths of students, teachers and parents, but it also provided a detailed analysis that deeply transformed the different institutions and teachers and resulted in high academic expectations for all students. Resumen La Investigación Descriptiva Colaborativa (IDC) es una herramienta que nos permite dialogar como partícipes iguales al describir el trabajo de escuelas – los alumnos, la enseñanza, etc. IDC enfatiza que es al describir detalladamente el trabajo de la escuela que se aprende a ver, y por lo tanto, poder transformar las prácticas educativas....

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