Teachers as Designers of Learning in Diverse Bilingual Classrooms in England: An ADIBE Case Study

COYLE, Do, BOWER, Kim, FOLEY, Yvonne and HANCOCK, Jonathan (2021). Teachers as Designers of Learning in Diverse Bilingual Classrooms in England: An ADIBE Case Study. International Journal of Bilingual Education and Bilingualism.

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Official URL: https://www.tandfonline.com/doi/full/10.1080/13670...
Open Access URL: https://www.tandfonline.com/doi/pdf/10.1080/136700... (Published)
Link to published version:: https://doi.org/10.1080/13670050.2021.1989373
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    Abstract

    This ADiBE case study explores an innovative, integrated approach to addressing diversity in secondary classrooms in England, where more than one language is used and learned. We position diversity in multilingual and multicultural communities where schooling seeks to provide meaningful learning experiences for all students and guide learners towards being and becoming global citizens. Within a UK context, underpinning values emphasise social justice and inclusion embodied in classroom practices that actively involve teachers as researchers with their learners – in terms of ‘curriculum-making’ and reinterpreting the impact of diversity on ‘successful’ learning communities. This research analyses contextual and exploratory factors that enable diverse learners with diverse needs to engage in learning partnerships with each other and their teachers. Using a framework to capture collaborative professional learning, synergies are explored between two different approaches to bilingual learning – English as an Additional language (EAL) and Content and Language Integrated Learning (CLIL). The case study identifies potentially rich sites for building pedagogic capital and explores how diversity can enable more young people to feel valued, respected and successful bilingual learners in formal schooling.

    Item Type: Article
    Uncontrolled Keywords: 1302 Curriculum and Pedagogy; 1702 Cognitive Sciences; 2004 Linguistics; Languages & Linguistics
    Identification Number: https://doi.org/10.1080/13670050.2021.1989373
    SWORD Depositor: Symplectic Elements
    Depositing User: Symplectic Elements
    Date Deposited: 21 Oct 2021 12:07
    Last Modified: 14 Dec 2021 09:45
    URI: http://shura.shu.ac.uk/id/eprint/29193

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