Researching Educational Practices, Teacher Education and Professional Development for Early Language Learning (eBook, PDF)
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Recognising the urgent need for further progress in teacher education and preparation for the success of early language learning, this volume presents research on the education and professional development of teachers, exploring how they can foster multilingual spaces in the early years of formal education.
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Recognising the urgent need for further progress in teacher education and preparation for the success of early language learning, this volume presents research on the education and professional development of teachers, exploring how they can foster multilingual spaces in the early years of formal education.
Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 272
- Erscheinungstermin: 3. Juni 2024
- Englisch
- ISBN-13: 9781040029251
- Artikelnr.: 70187450
- Verlag: Taylor & Francis
- Seitenzahl: 272
- Erscheinungstermin: 3. Juni 2024
- Englisch
- ISBN-13: 9781040029251
- Artikelnr.: 70187450
Sandie Mourão is a research fellow at Nova University Lisbon, Portugal. Carolyn Leslie is an Assistant Professor at Nova University Lisbon, Portugal.
Author biographies
Acknowledgements
Introduction
Sandie Mourão and Carolyn Leslie
Part 1: Researching Teacher Practices
Chapter 1. The transformative power of local language encounters:
Implications for teacher education
Malika Pedley, David Roxburgh, Lorna Anderson and Joanna McPake
Chapter 2. An investigation into linguistically and culturally responsive
practices in early childhood education in Iceland
Hanna Ragnarsdóttir
Chapter 3. Teachers' perceptions, classroom practices and needs in
developing students' FL literacy skill: A transnational study
Mateja Dagarin Fojkar, Katarzyna Brzosko-Barratt and Raquel
Fernández-Fernández
Chapter 4. Mixed-age primary classroom foreign language teaching:
Implications for teacher education
Tomá Kos
Chapter 5. Early English language learning: Exploring pedagogical practices
in a pre-primary EFL class in Catalonia through systematic observation
Alexandra Vraciu and Elisabet Pladevall-Ballester
Part 2: Researching Teacher Education
Chapter 6. Exploring multi and translingual perspectives through dominant
language constellation artefacts in teacher education: Shifting
perspectives
Nayr Correia Ibrahim
Chapter 7. Preparing teachers for multilingualism in Norwegian early
childhood education and care provision through student active learning
methods
Elena Tkachenko, Nina Gram Garmann and Anna Sara H. Romøren
Chapter 8. Climbing the ladder of global citizenship: The discourses and
practices of pre-service primary English teachers in Portugal
Mónica Lourenço
Chapter 9. Linguistic landscapes as a resource in language teacher
education
Jana Roos and Howard Nicholas
Chapter 10. Teaching-based master dissertations to support reflective
practices when using story in early English language learning
Annett Kaminski
Chapter 11. In-service teacher education in English: Theorizing and
critical reflection as tools for transforming teaching practices
Ingebjørg Mellegård
Part 3: Researching Teacher Education Curricula
Chapter 12. Professional learning competences and tasks in primary English
teacher education curricula in Portugal
Flávia Vieira, Sandie Mourão, Ana Isabel Andrade and Ana Raquel Simões
Chapter 13. Language ideologies at play in early childhood teacher
education: A study of syllabi and textbooks
Gunhild Tomter Alstad
Chapter 14. Looking at different formats of professional development in the
context of EFL teacher education in CLIL programmes: An exercise in
reflective practice
Ana Halbach
Afterword
Index
Acknowledgements
Introduction
Sandie Mourão and Carolyn Leslie
Part 1: Researching Teacher Practices
Chapter 1. The transformative power of local language encounters:
Implications for teacher education
Malika Pedley, David Roxburgh, Lorna Anderson and Joanna McPake
Chapter 2. An investigation into linguistically and culturally responsive
practices in early childhood education in Iceland
Hanna Ragnarsdóttir
Chapter 3. Teachers' perceptions, classroom practices and needs in
developing students' FL literacy skill: A transnational study
Mateja Dagarin Fojkar, Katarzyna Brzosko-Barratt and Raquel
Fernández-Fernández
Chapter 4. Mixed-age primary classroom foreign language teaching:
Implications for teacher education
Tomá Kos
Chapter 5. Early English language learning: Exploring pedagogical practices
in a pre-primary EFL class in Catalonia through systematic observation
Alexandra Vraciu and Elisabet Pladevall-Ballester
Part 2: Researching Teacher Education
Chapter 6. Exploring multi and translingual perspectives through dominant
language constellation artefacts in teacher education: Shifting
perspectives
Nayr Correia Ibrahim
Chapter 7. Preparing teachers for multilingualism in Norwegian early
childhood education and care provision through student active learning
methods
Elena Tkachenko, Nina Gram Garmann and Anna Sara H. Romøren
Chapter 8. Climbing the ladder of global citizenship: The discourses and
practices of pre-service primary English teachers in Portugal
Mónica Lourenço
Chapter 9. Linguistic landscapes as a resource in language teacher
education
Jana Roos and Howard Nicholas
Chapter 10. Teaching-based master dissertations to support reflective
practices when using story in early English language learning
Annett Kaminski
Chapter 11. In-service teacher education in English: Theorizing and
critical reflection as tools for transforming teaching practices
Ingebjørg Mellegård
Part 3: Researching Teacher Education Curricula
Chapter 12. Professional learning competences and tasks in primary English
teacher education curricula in Portugal
Flávia Vieira, Sandie Mourão, Ana Isabel Andrade and Ana Raquel Simões
Chapter 13. Language ideologies at play in early childhood teacher
education: A study of syllabi and textbooks
Gunhild Tomter Alstad
Chapter 14. Looking at different formats of professional development in the
context of EFL teacher education in CLIL programmes: An exercise in
reflective practice
Ana Halbach
Afterword
Index
Author biographies
Acknowledgements
Introduction
Sandie Mourão and Carolyn Leslie
Part 1: Researching Teacher Practices
Chapter 1. The transformative power of local language encounters:
Implications for teacher education
Malika Pedley, David Roxburgh, Lorna Anderson and Joanna McPake
Chapter 2. An investigation into linguistically and culturally responsive
practices in early childhood education in Iceland
Hanna Ragnarsdóttir
Chapter 3. Teachers' perceptions, classroom practices and needs in
developing students' FL literacy skill: A transnational study
Mateja Dagarin Fojkar, Katarzyna Brzosko-Barratt and Raquel
Fernández-Fernández
Chapter 4. Mixed-age primary classroom foreign language teaching:
Implications for teacher education
Tomá Kos
Chapter 5. Early English language learning: Exploring pedagogical practices
in a pre-primary EFL class in Catalonia through systematic observation
Alexandra Vraciu and Elisabet Pladevall-Ballester
Part 2: Researching Teacher Education
Chapter 6. Exploring multi and translingual perspectives through dominant
language constellation artefacts in teacher education: Shifting
perspectives
Nayr Correia Ibrahim
Chapter 7. Preparing teachers for multilingualism in Norwegian early
childhood education and care provision through student active learning
methods
Elena Tkachenko, Nina Gram Garmann and Anna Sara H. Romøren
Chapter 8. Climbing the ladder of global citizenship: The discourses and
practices of pre-service primary English teachers in Portugal
Mónica Lourenço
Chapter 9. Linguistic landscapes as a resource in language teacher
education
Jana Roos and Howard Nicholas
Chapter 10. Teaching-based master dissertations to support reflective
practices when using story in early English language learning
Annett Kaminski
Chapter 11. In-service teacher education in English: Theorizing and
critical reflection as tools for transforming teaching practices
Ingebjørg Mellegård
Part 3: Researching Teacher Education Curricula
Chapter 12. Professional learning competences and tasks in primary English
teacher education curricula in Portugal
Flávia Vieira, Sandie Mourão, Ana Isabel Andrade and Ana Raquel Simões
Chapter 13. Language ideologies at play in early childhood teacher
education: A study of syllabi and textbooks
Gunhild Tomter Alstad
Chapter 14. Looking at different formats of professional development in the
context of EFL teacher education in CLIL programmes: An exercise in
reflective practice
Ana Halbach
Afterword
Index
Acknowledgements
Introduction
Sandie Mourão and Carolyn Leslie
Part 1: Researching Teacher Practices
Chapter 1. The transformative power of local language encounters:
Implications for teacher education
Malika Pedley, David Roxburgh, Lorna Anderson and Joanna McPake
Chapter 2. An investigation into linguistically and culturally responsive
practices in early childhood education in Iceland
Hanna Ragnarsdóttir
Chapter 3. Teachers' perceptions, classroom practices and needs in
developing students' FL literacy skill: A transnational study
Mateja Dagarin Fojkar, Katarzyna Brzosko-Barratt and Raquel
Fernández-Fernández
Chapter 4. Mixed-age primary classroom foreign language teaching:
Implications for teacher education
Tomá Kos
Chapter 5. Early English language learning: Exploring pedagogical practices
in a pre-primary EFL class in Catalonia through systematic observation
Alexandra Vraciu and Elisabet Pladevall-Ballester
Part 2: Researching Teacher Education
Chapter 6. Exploring multi and translingual perspectives through dominant
language constellation artefacts in teacher education: Shifting
perspectives
Nayr Correia Ibrahim
Chapter 7. Preparing teachers for multilingualism in Norwegian early
childhood education and care provision through student active learning
methods
Elena Tkachenko, Nina Gram Garmann and Anna Sara H. Romøren
Chapter 8. Climbing the ladder of global citizenship: The discourses and
practices of pre-service primary English teachers in Portugal
Mónica Lourenço
Chapter 9. Linguistic landscapes as a resource in language teacher
education
Jana Roos and Howard Nicholas
Chapter 10. Teaching-based master dissertations to support reflective
practices when using story in early English language learning
Annett Kaminski
Chapter 11. In-service teacher education in English: Theorizing and
critical reflection as tools for transforming teaching practices
Ingebjørg Mellegård
Part 3: Researching Teacher Education Curricula
Chapter 12. Professional learning competences and tasks in primary English
teacher education curricula in Portugal
Flávia Vieira, Sandie Mourão, Ana Isabel Andrade and Ana Raquel Simões
Chapter 13. Language ideologies at play in early childhood teacher
education: A study of syllabi and textbooks
Gunhild Tomter Alstad
Chapter 14. Looking at different formats of professional development in the
context of EFL teacher education in CLIL programmes: An exercise in
reflective practice
Ana Halbach
Afterword
Index