Description

This book expands the theory of pedagogical language knowledge to foreground multilingual approaches, especially pedagogical translanguaging. It illustrates the ways in which the author has worked with a diverse body of teachers to develop an expanded view of pedagogical language knowledge that foregrounds a range of multilingual teaching approaches. Primary amongst these is pedagogical translanguaging, whereby teachers systematically incorporated their multilingual learners' rich linguistic resources into classroom activities to scaffold either disciplinary content, language or both.

Offering a careful selection of empirical accounts of how teachers in diverse Australian classrooms are beginning to reorient their work through a multilingual lens, this book provides instructive examples of ways in which teachers' beliefs, understandings and knowledge of how to teach multilingual learners are probed, developed and enacted. It also explores the myriad way in which teachers can become active researchers of their own language assumptions and understandings and use their findings to develop strategies that support the language development of all learners.

Spécifications