Teacher Collaboration and Talk in Multilingual Classrooms

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Multilingual Matters, 2005 - Education - 217 pages

This volume looks at the interactions of collaborating teachers in multilingual classrooms and how these impact on what counts as knowledge in the secondary school classroom. It also looks at how policy statements and ideologies around multilingualism position teachers and learners in particular ways. A linguistic ethnographic approach is taken in the study, which considers the discourses of whole class and small group teaching and learning. Chapters consider the relation between different languages, different pedagogues and different teacher identities in the secondary school classroom. The book documents how a policy of inclusion is played out in practice.

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About the author (2005)

Angela Creese is Senior Lecturer in the School of Education, University of Birmingham, UK. Her research interests are in multilingual classrooms, community languages, complementary schooling and linguistic ethnography.

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