在澳大利亚语言多样化的课堂上使用翻译语言多模式方法培养教师的语言意识

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-11-01 DOI:10.1016/j.tate.2024.104835

Marianne Turner, Ekaterina Tour

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引用次数: 0

摘要

在语言多样化的课堂上，教师的语言意识在吸收学生语言知识方面的作用还需要更多的研究。本文报告了一个基于设计的研究项目，该项目涉及来自澳大利亚五所语言多样化学校的七名教师的在职专业学习。教师们学习并实施了多语言策略。从教师访谈、课堂活动和学生作业样本中获取了有关教师后续语言意识的数据。教师的语言意识在情感、社会、认知、能力和表现等领域都有不同程度的体现。翻译语言的多模态方法有助于培养各领域的语言意识。

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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Using a translanguaging multimodal approach to develop teachers’ language awareness in linguistically diverse classrooms in Australia

More research is needed on the role of teacher language awareness in the incorporation of students' language knowledge in linguistically diverse classrooms. This article reports on a design-based research project that involved in-service professional learning for seven teachers from five linguistically diverse Australian schools. Teachers learned about and implemented plurilingual strategies. Data on their subsequent language awareness were drawn from teacher interviews, classroom activities and student work samples. Teachers’ awareness was demonstrated to different degrees across affective, social, cognitive, power and performance domains. A translanguaging multimodal approach assisted in developing the language awareness identified across the domains.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.