Culturally and Linguistically Diverse Classrooms: New Dilemmas for Teachers

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Dr. Jennifer Miller, Alex Kostogriz, Dr. Margaret Gearon
Multilingual Matters, Oct 20, 2009 - Language Arts & Disciplines - 272 pages

A critical reality of contemporary education in a globalised world is the growing cultural, racial and linguistic diversity in schools and the issues involved in educating increasing numbers of students who are still learning the dominant language. This poses extraordinary challenges for second and foreign language teachers in many countries, where such students must engage with the mainstream curriculum in a new language. What do these increasingly plurilingual and multicultural classrooms look like? And how do language teachers address the challenges of such diverse classrooms? This book brings together a group of well-recognised language education scholars who present their research in a range of international settings. They focus on the key areas of pedagogy, language policy and curriculum and exemplify new research directions in the field.


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The Challenges of Diversity in Language Education
Multilingual Educational Systems An Added Challenge for Immigrant Students
Teaching with an Accent Linguistically Diverse Preservice Teachers in Australian Classrooms
High Challenge High Support Programmes with English as a Second Language Learners A TeacherResearcher Collaboration
Language and Inclusion in Mainstream Classrooms
Influences on the Written Expression of Bilingual Students Teacher Beliefs and Cultural Dissonance
Dilemmas of Efficiency Identity and Worldmindedness
Professional Ethics in Multicultural Classrooms English Hospitality and the Other
English as Additional Language Across the Curriculum Policies in Practice
Language Pedagogies Revisited Alternative Approaches for Integrating Language Learning Language Using and Intercultural Understanding
Educating Languages Teachers for Multilingual and Multicultural Settings
Multilingual Researcher Identities Interpreting Linguistically and Culturally Diverse Classrooms
Negotiating TeacherResearcher Collaboration in Immersion Education
Languages in the Classroom Institutional Discourses and Users Experiences
Bringing Home and Community to School Institutional Constraints and Pedagogic Possibilities

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About the author (2009)

Jennifer Miller is a Senior Lecturer in the Faculty of Education at Monash University where she teaches postgraduate TESOL courses. Her research and publications are in the areas of language acquisition and identity, the sociocultural framing of language pedagogy, and teacherâ??s work. Her book, Audible Difference: ESL and social identity (Multilingual Matters, 2003) explores the politics of speaking and identity for immigrant students in Australian high schools. Her current research concerns low literacy refugee students in the high school mainstream, and preservice teachers from non-English speaking backgrounds.

Alex Kostogriz is Associate Professor in TESOL in the School of Education, Deakin University. He has published widely on issues of professional practice and ethics of English language educators, teacher professional identity and learning, transcultural literacy and pedagogy of Thirdspace. He has co-edited Dimensions of Professional Learning (2007), special issues of Mind, Culture & Activity and English Teaching: Practice & Critique on learning in multicultural conditions.

Margaret Gearon is a Senior Lecturer in the Faculty of Education at Monash University. She specialises in language teacher education at both preservice and inservice levels, curriculum and assessment in foreign and community (heritage) languages, and bilingual education. Her research interests are in immersion education, code-switching in the foreign language classroom, and how the knowledge and beliefs of preservice languages teachers are manifested in their classroom practices. She is currently project director for the design of a teacher training course for community languages teachers in Australia.