The teaching of English in multilingual contexts such as Zimbabwe, where English is often not the primary language of the Black majority public school student population, is a highly contested issue. Though generally considered as necessary in an increasingly globalized, English language dominated world, this conventionally Eurocentric, elitist-oriented English education system is imbued with colonialist discourses that tend to shape and complicate educators’ understandings about the place of diverse sociocultural backgrounds, ethnic-identified indigenous languages, indigenous knowledge systems, and differently abled learners within its conventional structures.
In Teacher Stories, the author utilizes postcolonialist theoretical lenses and a poststructuralist-inflected narrative inquiry approach to self-reflexively analyze her impressions of three veteran Zimbabwean teacher educators’ interpretations of what they understand to be their experiences of learning and teaching English.
The purpose of this research is to provide English education scholars and policy makers with some insights into what veteran Zimbabwean English teacher educators perceive as the efficacies and challenges of implementing policy-mandated inclusive education pedagogical practices. Since English teacher educators’ perspectives are a much under-researched area of English in a Zimbabwean context, this study makes a meaningful contribution to the international field of English education.
Описание: Drawing together Smagorinsky’s extensive research over a 20-year period, Learning to Teach English and the Language Arts explores how beginning teachers’ pedagogical concepts are shaped by a variety of influences. Challenging popular thinking about the binary roles of teacher education programs and school-based experiences in the process of learning to teach, Smagorinsky illustrates, through case studies in the disciplines of English and the Language Arts, that teacher education programs and classroom/school contexts are not discrete contexts for learning about teaching, nor are each of these contexts unified in the messages they offer about teaching. He explores the tensions, not only between these contexts and others, but within them to illustrate the social, cultural, contextual, political and historical complexity of learning to teach. Smagorinsky revisits familiar theoretical understandings, including Vygotsky’s concept development and Lortie’s apprenticeship of observation, to consider their implications for teachers today and to examine what teacher candidates learn during their teacher education experiences and how that learning shapes their development as teachers.
Описание: Examines how educational policy makers, curriculum developers, educators, learners and social activists can utilize the hitherto untapped rich resource of African traditional oral literature and visual cultures. These are epistemological reservoirs and invaluable pedagogical tools in the delivery of content in the classrooms of the present global village.
Описание: This book, the second in the series, is a distinct exploration of how educational policy makers, curriculum developers, educators, learners and social activists can utilize the hitherto untapped rich resource of African traditional oral literature and visual cultures. These are epistemological reservoirs and invaluable pedagogical tools in the delivery of content in the classrooms of the present global village, most of whom contain diverse student populations from varying backgrounds. The content of the book is thus designed to help expand educators’ repertoire of understanding beyond the hitherto “conventional wisdom”, most of which are either outdated or are colonial impositions on former colonial entities. Our motivation for pulling together this anthology was due to the fact scholars, educators and educational policy makers have hitherto paid little attention to the epistemological and pedagogical value of Traditional Indigenous Knowledge systems (TIKS). Our objective has been largely achieved by this anthology in the sense that the research perspectives of the contributors to this effort have enhanced the hitherto limited exposure and knowledge about traditional oral literature and visual cultures in Africa. The torch that has been lighted from this endeavor heightens the epistemological and pedagogical implications of TIKS. In launching this book, we are extending a clarion call to researchers and disciples of Indigenous Knowledge systems in Africa and elsewhere to seize this opportunity and interest generated by this endeavor to undertake more studies in this area. Our current efforts were focused mainly on Africa TIKS systems, but we strongly believe that there are similar and equally powerful and important TIKS systems in other parts of the world, Asia, the Far East, Central and Southern America as well as the Caribbean that are longing for exploration and exposition. It is therefore our fervent hope that exploration and dissemination of knowledge in this field will continue with the flame lighted from this endeavor. We believe that these efforts will greatly enhance awareness an otherwise neglected and almost forgotten, but important aspects of knowledge creation and dissemination, especially about traditional and hitherto unwritten histories and knowledge systems around the world. These undertakings will help to broaden the conceptualization of what constitutes global knowledge within the current reality of globalization.
Описание: The essays in this book challenge classroom instructors to consider new approaches to education theory, classroom praxis and teaching content. The chapters draw on mixed-methods and narrative form essays to provide practical tools and techniques for building equitable schools.
Описание: Contributors to this volume introduce a range of approaches applied to different types of multilingual texts (this term is used as an inclusive one, which covers both code-switching in a traditional sense and other types of language mixing). The collection covers a range of different languages (including different scripts) and research methods.
Описание: Drawing together Smagorinsky’s extensive research over a 20-year period, Learning to Teach English and the Language Arts explores how beginning teachers’ pedagogical concepts are shaped by a variety of influences. Challenging popular thinking about the binary roles of teacher education programs and school-based experiences in the process of learning to teach, Smagorinsky illustrates, through case studies in the disciplines of English and the Language Arts, that teacher education programs and classroom/school contexts are not discrete contexts for learning about teaching, nor are each of these contexts unified in the messages they offer about teaching. He explores the tensions, not only between these contexts and others, but within them to illustrate the social, cultural, contextual, political and historical complexity of learning to teach. Smagorinsky revisits familiar theoretical understandings, including Vygotsky’s concept development and Lortie’s apprenticeship of observation, to consider their implications for teachers today and to examine what teacher candidates learn during their teacher education experiences and how that learning shapes their development as teachers.
Автор: Brandi Nicole Hinnant-Crawford, Dean T. Spaulding, Robert Crow Название: Teaching Improvement Science in Educational Leadership: A Pedagogical Guide ISBN: 1975503759 ISBN-13(EAN): 9781975503758 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 7207.00 р. Наличие на складе: Поставка под заказ.
Описание: Teaching Improvement Science: A Pedagogical Guide is written for faculty who teach research or leadership courses and want to integrate IS into the curriculum. Specific pedagogies will be shared that provide insights into methods of attaining maximum student learning. Written by faculty in graduate leadership programs, common and unique pedagogical practices will contribute to knowledge-building around strategies to enhance one’s own instructional repertoire for teaching and learning improvement science.
Автор: Brandi Nicole Hinnant-Crawford, Dean T. Spaulding, Robert Crow Название: Teaching Improvement Science in Educational Leadership: A Pedagogical Guide ISBN: 1975503740 ISBN-13(EAN): 9781975503741 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 23285.00 р. Наличие на складе: Поставка под заказ.
Описание: Teaching Improvement Science: A Pedagogical Guide is written for faculty who teach research or leadership courses and want to integrate IS into the curriculum. Specific pedagogies will be shared that provide insights into methods of attaining maximum student learning. Written by faculty in graduate leadership programs, common and unique pedagogical practices will contribute to knowledge-building around strategies to enhance one’s own instructional repertoire for teaching and learning improvement science.
Описание: Provides a much-needed overview of innovative bilingual teacher preparation practices designed and implemented to develop bilingual teacher professionals equipped to effect curricular and pedagogical changes in bilingual settings.
Описание: Provides a much-needed overview of innovative bilingual teacher preparation practices designed and implemented to develop bilingual teacher professionals equipped to effect curricular and pedagogical changes in bilingual settings.
Автор: Katja F. Cantone Название: Code-switching in Bilingual Children ISBN: 9048174449 ISBN-13(EAN): 9789048174447 Издательство: Springer Рейтинг: Цена: 20962.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This volume demonstrates that mixed utterances in young bilinguals can be analyzed in the same way as adult code-switching.
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