Researching Educational Practices, Teacher Education and Professional Development for Early Language Learning
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Researching Educational Practices, Teacher Education and Professional Development for Early Language Learning
Examples from Europe
Leslie, Carolyn; Mourao, Sandie
Taylor & Francis Ltd
06/2024
272
Dura
9781032266022
Pré-lançamento - envio 15 a 20 dias após a sua edição
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Author biographies
Acknowledgements
Introduction
Sandie Mourao 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 Ragnarsdottir
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 Fernandez-Fernandez
Chapter 4. Mixed-age primary classroom foreign language teaching: Implications for teacher education
Tomas 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. Romoren
Chapter 8. Climbing the ladder of global citizenship: The discourses and practices of pre-service primary English teachers in Portugal
Monica Lourenco
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
Ingebjorg Mellegard
Part 3: Researching Teacher Education Curricula
Chapter 12. Professional learning competences and tasks in primary English teacher education curricula in Portugal
Flavia Vieira, Sandie Mourao, Ana Isabel Andrade and Ana Raquel Simoes
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 Mourao 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 Ragnarsdottir
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 Fernandez-Fernandez
Chapter 4. Mixed-age primary classroom foreign language teaching: Implications for teacher education
Tomas 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. Romoren
Chapter 8. Climbing the ladder of global citizenship: The discourses and practices of pre-service primary English teachers in Portugal
Monica Lourenco
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
Ingebjorg Mellegard
Part 3: Researching Teacher Education Curricula
Chapter 12. Professional learning competences and tasks in primary English teacher education curricula in Portugal
Flavia Vieira, Sandie Mourao, Ana Isabel Andrade and Ana Raquel Simoes
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
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Multilingualism;English as a foreign language;teacher educators;teacher competencies;reflective practices;empirical research;EFL;TESOL;Researching Educational Practices, Teacher Education and Professional Development for Early Language Learning;Examples from Europe;Sandie Mourao;Carolyn Leslie;Routledge Research in Language Education;teacher education;early language learning;multilingual spaces;early years of formal education;teacher practices;education;curricula;local linguistic encounters;global citizenship;transcultural education;linguistic landscapes;visual narratives;mixed-age classrooms;literacy skills;pre-service and in-service teacher education;classroom practice;early language education;Student teachers
Author biographies
Acknowledgements
Introduction
Sandie Mourao 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 Ragnarsdottir
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 Fernandez-Fernandez
Chapter 4. Mixed-age primary classroom foreign language teaching: Implications for teacher education
Tomas 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. Romoren
Chapter 8. Climbing the ladder of global citizenship: The discourses and practices of pre-service primary English teachers in Portugal
Monica Lourenco
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
Ingebjorg Mellegard
Part 3: Researching Teacher Education Curricula
Chapter 12. Professional learning competences and tasks in primary English teacher education curricula in Portugal
Flavia Vieira, Sandie Mourao, Ana Isabel Andrade and Ana Raquel Simoes
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 Mourao 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 Ragnarsdottir
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 Fernandez-Fernandez
Chapter 4. Mixed-age primary classroom foreign language teaching: Implications for teacher education
Tomas 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. Romoren
Chapter 8. Climbing the ladder of global citizenship: The discourses and practices of pre-service primary English teachers in Portugal
Monica Lourenco
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
Ingebjorg Mellegard
Part 3: Researching Teacher Education Curricula
Chapter 12. Professional learning competences and tasks in primary English teacher education curricula in Portugal
Flavia Vieira, Sandie Mourao, Ana Isabel Andrade and Ana Raquel Simoes
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
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Multilingualism;English as a foreign language;teacher educators;teacher competencies;reflective practices;empirical research;EFL;TESOL;Researching Educational Practices, Teacher Education and Professional Development for Early Language Learning;Examples from Europe;Sandie Mourao;Carolyn Leslie;Routledge Research in Language Education;teacher education;early language learning;multilingual spaces;early years of formal education;teacher practices;education;curricula;local linguistic encounters;global citizenship;transcultural education;linguistic landscapes;visual narratives;mixed-age classrooms;literacy skills;pre-service and in-service teacher education;classroom practice;early language education;Student teachers
