Language:
English
繁體中文
Help
Login
Back
Switch To:
Labeled
|
MARC Mode
|
ISBD
Preparing Teachers for Young and Adolescent Multilingual Learners = The Use of Reflective Narratives /
Record Type:
Language materials, printed : Monograph/item
Title/Author:
Preparing Teachers for Young and Adolescent Multilingual Learners/ edited by Huili Hong, Patricia Rice Doran.
Reminder of title:
The Use of Reflective Narratives /
other author:
Hong, Huili.
Description:
XII, 154 p. 1 illus.online resource. :
Contained By:
Springer Nature eBook
Subject:
Teachers—Training of. -
Online resource:
https://doi.org/10.1007/978-3-030-89635-5
ISBN:
9783030896355
Preparing Teachers for Young and Adolescent Multilingual Learners = The Use of Reflective Narratives /
Preparing Teachers for Young and Adolescent Multilingual Learners
The Use of Reflective Narratives /[electronic resource] :edited by Huili Hong, Patricia Rice Doran. - 1st ed. 2022. - XII, 154 p. 1 illus.online resource. - Global Perspectives on Adolescence and Education,32522-8277 ;. - Global Perspectives on Adolescence and Education,1.
Foreword -- Introduction -- Chapter 1: Tales of Diversity within Diversity: Urban Educators’ Narratives of Working Immigrant and Refugee Students and Families in Unsettling Times -- Chapter 2: Preparing Teachers for Young and Adolescent Multilingual Learners: The Use of Reflective Narratives -- Chapter 3: Reflective Narratives on Problem-Solving Strategies to Address English Language Learner Needs in a Teaching Abroad Context -- Chapter 4: Tales of Diversity within Diversity: Urban Educators’ Narratives of Working Immigrant and Refugee Students and Families in Unsettling Times -- Chapter 5: Internationalizing Literacy Coursework: Igniting Preservice Teachers’ Inquiry about Self, Diverse Learners and the World -- Chapter 6: A Retrospective View of the Developmental Trajectory of English as a Discipline in China -- Chapter 7: Reflections from the Margins: Learning and Teaching Among Linguistically and Culturally Diverse Learners -- Conclusion.
Multilingual learners (MLs) students spend most of their school time with their teachers, who often feel professionally unprepared to meet their linguistically diverse students' needs. As such, preparing teachers for increasing numbers of multilingual learners (MLs) has become a critical factor in promoting equity and success for all students in our global society. This book explores and highlights the reflective narratives of teacher educators, in-service, and preservice teachers. It shows how these narratives are grounded in their personal lives, professional training, and daily teaching, and how they can unfold the complexities in their various experiences and the rich implications for MLs teaching and teacher preparation. The book presents papers that utilize teachers' reflective narratives to prepare and train teachers who are or will be working with MLs. It discusses the challenges and implications of teaching groups of MLs made up of diverse learners, including immigrants, refugees, and learners with disabilities. 'This book seeks to change the narrative of some of our most vulnerable student populations by giving voice to the experiences, challenges, success, and best practices encountered in the international education landscape. The power contained within each chapter is the systematic and intentional reflections that bring the marginalized stories to the center of the discussion. Anyone seeking an understanding of how reflective narrative can build equity and social justice for multilingual learners will appreciate the breadth of experience described. This understanding is critical for culturally and linguistically diverse teaching and learning.' Jordan González, Ph.D., St. John's University, NY.
ISBN: 9783030896355
Standard No.: 10.1007/978-3-030-89635-5doiSubjects--Topical Terms:
1365774
Teachers—Training of.
LC Class. No.: LB1705-2286
Dewey Class. No.: 370.711
Preparing Teachers for Young and Adolescent Multilingual Learners = The Use of Reflective Narratives /
LDR
:04163nam a22004095i 4500
001
1092570
003
DE-He213
005
20220407144307.0
007
cr nn 008mamaa
008
221228s2022 sz | s |||| 0|eng d
020
$a
9783030896355
$9
978-3-030-89635-5
024
7
$a
10.1007/978-3-030-89635-5
$2
doi
035
$a
978-3-030-89635-5
050
4
$a
LB1705-2286
072
7
$a
JNMT
$2
bicssc
072
7
$a
EDU046000
$2
bisacsh
072
7
$a
JNMT
$2
thema
082
0 4
$a
370.711
$2
23
245
1 0
$a
Preparing Teachers for Young and Adolescent Multilingual Learners
$h
[electronic resource] :
$b
The Use of Reflective Narratives /
$c
edited by Huili Hong, Patricia Rice Doran.
250
$a
1st ed. 2022.
264
1
$a
Cham :
$b
Springer International Publishing :
$b
Imprint: Springer,
$c
2022.
300
$a
XII, 154 p. 1 illus.
$b
online resource.
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
347
$a
text file
$b
PDF
$2
rda
490
1
$a
Global Perspectives on Adolescence and Education,
$x
2522-8277 ;
$v
3
505
0
$a
Foreword -- Introduction -- Chapter 1: Tales of Diversity within Diversity: Urban Educators’ Narratives of Working Immigrant and Refugee Students and Families in Unsettling Times -- Chapter 2: Preparing Teachers for Young and Adolescent Multilingual Learners: The Use of Reflective Narratives -- Chapter 3: Reflective Narratives on Problem-Solving Strategies to Address English Language Learner Needs in a Teaching Abroad Context -- Chapter 4: Tales of Diversity within Diversity: Urban Educators’ Narratives of Working Immigrant and Refugee Students and Families in Unsettling Times -- Chapter 5: Internationalizing Literacy Coursework: Igniting Preservice Teachers’ Inquiry about Self, Diverse Learners and the World -- Chapter 6: A Retrospective View of the Developmental Trajectory of English as a Discipline in China -- Chapter 7: Reflections from the Margins: Learning and Teaching Among Linguistically and Culturally Diverse Learners -- Conclusion.
520
$a
Multilingual learners (MLs) students spend most of their school time with their teachers, who often feel professionally unprepared to meet their linguistically diverse students' needs. As such, preparing teachers for increasing numbers of multilingual learners (MLs) has become a critical factor in promoting equity and success for all students in our global society. This book explores and highlights the reflective narratives of teacher educators, in-service, and preservice teachers. It shows how these narratives are grounded in their personal lives, professional training, and daily teaching, and how they can unfold the complexities in their various experiences and the rich implications for MLs teaching and teacher preparation. The book presents papers that utilize teachers' reflective narratives to prepare and train teachers who are or will be working with MLs. It discusses the challenges and implications of teaching groups of MLs made up of diverse learners, including immigrants, refugees, and learners with disabilities. 'This book seeks to change the narrative of some of our most vulnerable student populations by giving voice to the experiences, challenges, success, and best practices encountered in the international education landscape. The power contained within each chapter is the systematic and intentional reflections that bring the marginalized stories to the center of the discussion. Anyone seeking an understanding of how reflective narrative can build equity and social justice for multilingual learners will appreciate the breadth of experience described. This understanding is critical for culturally and linguistically diverse teaching and learning.' Jordan González, Ph.D., St. John's University, NY.
650
0
$a
Teachers—Training of.
$3
1365774
650
0
$a
Language and languages—Study and teaching.
$3
1254127
650
0
$a
Social structure.
$3
555182
650
0
$a
Equality.
$3
563228
650
0
$a
Linguistics—Methodology.
$3
1280593
650
1 4
$a
Teaching and Teacher Education.
$3
783596
650
2 4
$a
Language Education.
$3
668404
650
2 4
$a
Social Structure.
$3
1365792
650
2 4
$a
Research Methods in Language and Linguistics.
$3
1211469
700
1
$a
Hong, Huili.
$e
editor.
$4
edt
$4
http://id.loc.gov/vocabulary/relators/edt
$3
1400360
700
1
$a
Doran, Patricia Rice.
$e
editor.
$4
edt
$4
http://id.loc.gov/vocabulary/relators/edt
$3
1400361
710
2
$a
SpringerLink (Online service)
$3
593884
773
0
$t
Springer Nature eBook
776
0 8
$i
Printed edition:
$z
9783030896348
776
0 8
$i
Printed edition:
$z
9783030896362
776
0 8
$i
Printed edition:
$z
9783030896379
830
0
$a
Global Perspectives on Adolescence and Education,
$x
2522-8269 ;
$v
1
$3
1357558
856
4 0
$u
https://doi.org/10.1007/978-3-030-89635-5
912
$a
ZDB-2-EDA
912
$a
ZDB-2-SXED
950
$a
Education (SpringerNature-41171)
950
$a
Education (R0) (SpringerNature-43721)
based on 0 review(s)
Multimedia
Reviews
Add a review
and share your thoughts with other readers
Export
pickup library
Processing
...
Change password
Login