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.In Extracts 67-72 we see many examples of the EAL teacher endorsing the status of the ST. The EAL teachera#39;s reference to the ST by name helps lend respect to that teachera#39;s work/knowledge/skills. There is a kind of deference towards subject anbsp;...
|Title||:||Teacher Collaboration and Talk in Multilingual Classrooms|
|Publisher||:||Multilingual Matters - 2005-01-01|