关键词： Translanguaging pedagogy   Beliefs   Social-constructivist practice   Early childhood   Luxembourg   Multilingual   Inclusion  

摘要： Translanguaging pedagogies promise to capitalise on students' language backgrounds, improve their academic achievements and address social inequalities. While research studies in monolingual, bilingual and multilingual contexts testify to the benefits of translanguaging for learning, well-being and identity-building few studies focus on early childhood education and the use of more than two languages. Furthermore, little is known about the implementation of translanguaging pedagogies and the challenges faced by professionals. This article is based on a longitudinal research project which offered a professional development course to develop multilingual pedagogies in early childhood education in Luxembourg, where 63.7% of the 4-year-olds do not speak Luxembourgish as their home language. The article presents challenges which three practitioners faced when implementing a translanguaging pedagogy in their preschool classes as well as the ways in which they overcame them. They changed their negative stance to multilingual education, developed a social-constructivist leaning environment and monitored their language use. The findings shed light on the complexities of the implementation process and the support needed for professional learning. (C) 2020 Elsevier Ltd. All rights reserved.

关键词： Translanguaging pedagogy   EAP   Researcher-teacher collaboration   Teacher development   Challenges  

摘要： Research has shown both the potential advantages of translanguaging pedagogy in English for Academic Purposes (EAP) contexts and some challenges facing teachers. However, there is still paucity of research on how to provide professional support for teachers to develop translanguaging pedagogy. This article focuses on a design-based research (DBR) study in which a teacher collaborated with a researcher in an EAP course at a university in China to co-develop teacher capacity in using translanguaging pedagogy. Findings from classroom observations, researcher-teacher lesson co-planning meetings, post-lesson sharing sessions and interviews have shown changes in the teacher's beliefs and practices of using translanguaging pedagogy and several challenges she encountered, particularly the conflicts between the monolingual ideology in traditional TESOL discourses and the recent translanguaging pedagogical principles. This article suggests that researcher-teacher collaboration can be an effective strategy in helping in-service EAP teachers to reflect on and change their beliefs and practices while the process could be discursive. It calls for further explorations with teachers on principles that value multilingual speakers' full linguistic and semiotic repertoires in teaching and learning EAP and investigations of how these principles can be realized for emerging EAP programs in universities in China and other similar contexts. (C) 2020 Elsevier Ltd. All rights reserved.

关键词： 教育学  

ISBN: (纸本)9787030631862

关键词： 教育学  

ISBN: (纸本)9787030657336

关键词： 教育学  

ISBN: (纸本)9787030657565

关键词： Crosslinguistic pedagogy   Multilingual practice   Monolingual bias   Teacher beliefs  

摘要： The present study examines the perceived benefits of a crosslinguistic approach to language teaching, which consists essentially of promoting interaction between all of the learner's languages to facilitate additional language learning. Specifically, this paper reports on a pilot study that involved pre-service ESL teachers in Quebec (Canada) taking a foreign language course designed to foster crosslinguistic interaction, an approach which runs counter to the monolingual (target-language-only) bias of the Quebec Education Program. The key learning events of this crosslinguistic approach are intended to trigger reflections in pre-service teachers regarding their own perspective on language teaching. Preliminary findings suggest when given the opportunity to explore their multilingual repertoire, learners become aware of the positive impact of such practice on their understanding of target language features, which triggers a sense of success. Semi-directed interviews allowed to shed light on the future teachers' reflective stance regarding the potential of adopting a crosslinguistic approach to second/foreign language teaching. (C) 2020 Elsevier Ltd. All rights reserved.

摘要： Rudy Fichtenbaum, the President of the American Association of University Professors, addresses the impact that budget cuts have at public institutions, contending that almost all colleges receiving public funds have witnessed significant cuts in that source of money over recent decades. Therefore, by treating communication classrooms as learning communities, shaped by social, political, and cultural forces, instructors can create challenging yet supportive spaces for students to learn about the transformative potential of communication to confront issues like donor influence. Theme 3: the classroom is a site of activism and interpersonal justice In approaching the classroom as a site of activism and interpersonal justice, students can disrupt hegemonic forces by intervening on behalf of themselves and others. Employing critical pedagogical approaches like CCP in our classrooms make plain the linkages between higher education and public life outside of the classroom through critical discussions of power (Kahl, [13]). [Extracted from the article]

关键词： 成人教育学   硕士研究生   双导师制   教学模式  

摘要： 成人教育学硕士研究生培养存在着理论与实践脱节的问题。本文对西安地区S师范大学远程教育学院成人教育学硕士和成人教育部门进行了访谈,并对访谈资料进行了深度分析。研究发现,S师范大学成人教育学硕士研究生在培养单位内的实践存在着实践内容专业低相关、实践收获表层低效用的现状,由此产生了专业深度实践的诉求,而培养单位部门对研究生的实践工作总体认可,对研究生要求不高,但存在着对其专业能力、综合素质和综合能力,特别是业务工作和前景设计能力的较高期待。S师范大学成人教育学硕士和培养单位部门均对双导师制培养模式有一致的契合度。

关键词： 高职师范生   核心素养   教育学   课程改革  

摘要： 高职师范生的核心素养是高职师范生应具备的、在教育教学实践中能起到决定性作用的关键能力和必备品格,主要包括教育情怀、教育心理知识、教学实践能力三方面。“教育学”课程作为高职师范类专业的核心课程,是培养高职师范生核心素养的重要阵地,可以从强化落实核心目标、优化整合核心内容、改革创新教学方法、多元化的评价方式来进行课程改革。

关键词： 应用性   学前教育   教学  

摘要： 高等教育应用性发展导向是教育改革发展的必然,凸显学前教育学课程应用性发展要求,结合学生需求和课程本身特点,从教学目标、教学模式、教学评价、教师队伍建设等方面阐述改革要点,有助于将理论与实践相结合,发展学生自主学习能力,实现课程目标。