Teaching and learning of indigenous languages in the Pacific: are we doing enough in teacher education?

IF 1.4 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Asia-Pacific Journal of Teacher Education Pub Date : 2022-10-14 DOI:10.1080/1359866X.2022.2135487

G. Lingam

引用次数: 2

Abstract

ABSTRACT This contribution explicitly responds to Agenda No. 5 of the eight challenges posed by the journal editors, which focuses on politics and practice of language learning and teaching. This agenda deserves specific attention in teacher education research because language is a strong indicator of people’s identity.

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太平洋地区土著语言的教学:我们在教师教育方面做得够不够?

摘要：这篇文章明确回应了期刊编辑提出的八项挑战中的第五项议程，该议程侧重于政治和语言学习与教学实践。这一议程在教师教育研究中值得特别关注，因为语言是人们身份的有力指标。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Asia-Pacific Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

7.70%

发文量

期刊介绍： This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. The journal editors invite for peer review theoretically informed papers - including, but not limited to, empirically grounded research - which focus on significant issues relevant to an international audience in regards to: Teacher education (including initial teacher education and ongoing professional education) of teachers internationally; The cultural, economic, political, social and/or technological dimensions and contexts of teacher education; Change, stability, reform and resistance in (and relating to) teacher education; Improving the quality and impact of research in teacher education.