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Description
(Short description)
(Text)
(Short description)
This volume presents a variety of concepts, practices, and experiences in the field of content learning through the additional language(s) of learners in a migration society. Moreover, it describes how migration pedagogy has become a catalyst for discussing the ideological and power aspects of language learning and how a hegemony-critical attitude needs to become an integral part of classroom language learning and communicating. In this context, the deliberate development of Teachers' Awareness of Language Knowledge (TALK) through a variety of supportive measures is considered to be of central pedagogical importance. Principles and practical applications of TALK for the classroom are discussed and evaluated.
(Text)
This volume presents a variety of concepts, practices, and experiences in the field of content learning through the additional language(s) of learners in a migration society. It contains reflections on the complex interplay between the unifying characteristics of monolingual and multilingual programmes and their often diverging, local, and contextual interpretations and implementations. In addition, it describes how migration pedagogy has become a catalyst for discussing the ideological and power aspects of language learning and how a hegemony-critical attitude needs to become an integral part of classroom language learning and communicating. In this context, the deliberate development of Teachers' Awareness of Language Knowledge (TALK) through a variety of supportive measures is considered to be of central pedagogical importance. Principles and practical applications of TALK for the classroom are discussed and evaluated.
(Review)
Insgesamt bietet der Band einen breiten Überblick über aktuelle zwei- bzw. mehrsprachige Sprachbildungsmodelle und insbesondere über Ansätze zu "Content and Language Integrated Learning". Zuzana Münch-Manková, in: Rezensionen daz-portal. Ausgabe 26/4, Juni 2024.
