Teacher Collaboration and Talk in Multilingual Classrooms

By (author) Dr. Angela Creese

Publication date:

02 August 2005

Publisher

Multilingual Matters

Dimensions:

225x170mm
7x9"

ISBN-13: 9781853598227

This volume looks at the interactions of collaborating teachers in multilingual classrooms and how these impact on what counts as knowledge in the secondary school classroom. It also looks at how policy statements and ideologies around multilingualism position teachers and learners in particular ways. A linguistic ethnographic approach is taken in the study, which considers the discourses of whole class and small group teaching and learning. Chapters consider the relation between different languages, different pedagogues and different teacher identities in the secondary school classroom. The book documents how a policy of inclusion is played out in practice.

Acknowledgements
A Note on Terminology
List of Abbreviations

Introduction
1. Theoretical and Methodological Frameworks
2. Policy into Practice
3. Teachers in Multilingual Mainstream Classrooms: Enacting Inclusion
4. Teachers Talking: The Discourses of Collaborating Teachers
5. The Discursive Positionings of Teachers in Collaboration
6. Teacher Collaboration in Support and Withdrawal Modes
7. Teaching Partnerships
8. Content-based Language-learning and Language-based Content-learning: Learning a Second Language in the Mainstream Classroom
9. Bilingual Teachers and Students in Secondary School Classrooms: Using Turkish for Curriculum-learning
10. Mediating Allegations of Racism: Bilingual EAL Teachers in Action
11. Conclusions

Bibliography
Index

What a refreshing fusion of a classroom discourse analysis grounded in linguistic anthropology, and a policy analysis looking at the role of power in the enactment of top-down policies for multilingual students. This book was a fascinating read. This book is ambitious and well-researched on many levels. Creese has made a valuable contribution to our understanding of the ways that policies and their concomitant ideologies play out in multilingual secondary classrooms.