Teaching Young Children In English In Multilingual Contexts

"Teaching young children in English in multilingual contexts supports teachers working with children from the ages of five to eight. The course:develops teachers' understandings of the notion of meaning making and how we can use that to inform the kinds of scaffolding that will build the meaning-making capacities of students in multilingual classrooms; develops teachers' understandings of the need for explicit teaching practices that will build up the students' repertoires of meaning-making resources so that they can be successful learners; provides a positive context for teachers to reflect critically and openly on their teaching and develop shared understandings about scaffolding in order to improve the effectiveness of whole-school collaboration."--Publisher's website.

"Teaching young children in English in multilingual contexts supports teachers working with children from the ages of five to eight. The course:develops teachers' understandings of the notion of meaning making and how we can use that to inform the kinds of scaffolding that will build the meaning-making capacities of students in multilingual classrooms; develops teachers' understandings of the need for explicit teaching practices that will build up the students' repertoires of meaning-making resources so that they can be successful learners; provides a positive context for teachers to reflect critically and openly on their teaching and develop shared understandings about scaffolding in order to improve the effectiveness of whole-school collaboration."--Publisher's website.

Adopting a learner-centred approach that places an emphasis on hands-on child SL methodology, this book illustrates the practices used to teach young second language learners in different classroom contexts: (1) English-as-an-Additional-Language-or-Dialect (EAL/D) – both intensive EAL/D and EAL/D in the mainstream (2) Language-Other-Than-English (LOTE) (3) Content-and-Language-Integrated-Learning (CLIL), (4) Indigenous (5) Foreign-Language (FL). It will be particularly useful to undergraduate teachers to build upon the literacy unit they undertake in the first years of their course to explore factors that constitute an effective child SL classroom and, in practical terms, how to develop such a classroom. The pedagogical strategies for teaching young language learners in the six chapters are firmly guided by research-based findings, enabling not only pre-service teachers but also experienced teachers to make informed choices of how to effectively facilitate the development of the target language, empowering them to assume an active and effective role of classroom practitioners.

This volume provides an up-to-date collection of key aspects related to current preschool bilingual education research from a socio-linguistic perspective. The focus is on preschool bilingual education in multilingual Europe, which is characterized by diverse language models and children's linguistic backgrounds. The book explores the contemporary perspectives on early bilingual education in light of the threefold theoretical framework of child's, teachers', and parents' agencies in interaction in preschool bilingual education. Five significant theoretical concepts are promoted in this volume: the ecology of language learning, an educational partnership for bilingualism, a notion of agency in early language development and education, language-conducive contexts, and language-conducive strategies. The volume examines preschool bilingual education as embedded in specific socio-cultural contexts on the one hand and highlights its universal features on the other. The book is a fundamental read for scholars and students of second language teaching, preschool education, and bilingual education in multilingual and multicultural societies.

A study of the beliefs and practices of parents and educators raising future generations of multilingual children.

This book shines a light on novel and less familiar domains of early English language education for children aged 3 to 12, in mainstream and out-of-school settings. Enveloping the volume is the making of creative connections to wider educational philosophies which extend beyond the confines of a narrow linguistic lens. In reconciling the theory-practice divide in English language education, each chapter presents a synthesis of research issues leading to a practical showcase of ideas. Organised in two main parts, the first focuses on innovations within classroom practice, curriculum development, and child-centred assessment, exploring areas which have either received insufficient attention and/or have been reimagined through fresh perspectives. The second part explores innovations in pre- and in-service teacher education contexts and focuses on lesser-known and/or underexplored topics, including bridging general and language education, multilingualism, in-depth learning, metacognition, and pragmatics. This is a timely publication for teacher educators and practitioners alike.