Innovative Practices in Early English Language Education
Chapter: Educating Early Years and Primary English Language Teachers Multilingually
- Contributor
- Editors
- Publisher
- Year
- ISBN
- Language
- Nayr Ibrahim
- David Valente & Daniel Xerri
- Palgrave Macmillan Cham
- 2023
- 9783031129216
- English
Book Description
This book shines a light on novel and less familiar domains of early English language education for children aged 3 to 12, in mainstream and out-of-school settings. Enveloping the volume is the making of creative connections to wider educational philosophies which extend beyond the confines of a narrow linguistic lens. In reconciling the theory-practice divide in English language education, each chapter presents a synthesis of research issues leading to a practical showcase of ideas. Organised in two main parts, the first focuses on innovations within classroom practice, curriculum development, and child-centred assessment, exploring areas which have either received insufficient attention and/or have been reimagined through fresh perspectives. The second part explores innovations in pre- and in-service teacher education contexts and focuses on lesser-known and/or underexplored topics, including bridging general and language education, multilingualism, in-depth learning, metacognition,and pragmatics. This is a timely publication for teacher educators and practitioners alike.
Chapter Description
Educating Early Years and Primary English Language Teachers Multilingually by Nayr Ibrahim
In an increasingly multilingual world, every teacher needs to develop an understanding of multilingualism in society and manage the plurilingual resources and identities of the children in their classrooms. Unfortunately, teacher education is still constrained by a monolingual grip and remains firmly entrenched in separate subject-specific approaches. To educate the teachers of the twenty-first century, they need knowledge of the children and their families, knowledge of multilingualism, and knowledge of appropriate pedagogies. This chapter expands on these three strands and proposes a model for educating early years and primary English language teachers multilingually, through personal and critical engagement with the phenomenon of multilingualism. Teachers are encouraged to develop their own representations of multilingualism and encounter during pre-service and in-service courses, educators who themselves educate multilingually.