Developing Multilingual Pedagogies and Research through Language Study and Reflection

Autor/inn/en	Catalano, Theresa; Shende, Madhur; Suh, Emily K.
Titel	Developing Multilingual Pedagogies and Research through Language Study and Reflection
Quelle	In: International Journal of Multilingualism, 15 (2018) 1, S.1-18 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2016.1181633
Schlagwörter	Multilingualism; Teaching Methods; Diaries; Observation; Language Teachers; Teacher Education Programs; Social Justice; Second Language Learning; Second Language Instruction; Transfer of Training; Global Approach; Ethnography; Teacher Attitudes; Consciousness Raising; Reflection; Qualitative Research; Graduate Students; Nebraska (Lincoln) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Diary; Tagebuch; Beobachtung; Language teacher; Sprachunterricht; Soziale Gerechtigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Training; Transfer; Ausbildung; Globales Denken; Ethnografie; Lehrerverhalten; Bewusstseinsbildung; Qualitative Forschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Globalisation and increased transnational migration underscore the need for educational responses to multilingualism and multilingual discourses. One way to heighten awareness of multilingual pedagogies (while simultaneously providing data for multilingual research) is the use of reflective language study and journaling by language educators/researchers. The purpose of this collaborative autoethnography, which focuses on the United States, is to demonstrate how this can be accomplished in language teacher education courses to help raise awareness and interest of how to capitalise on students' linguistic and cultural resources. Data for this study included three participant/researcher journals and observational notes from collaborative discussions among researcher/participants about the lived experiences of multilingual language educators as they studied a new language and wrote about their experiences. Findings reveal possibilities for future research in cross-linguistic transfer as well as the teaching of multilingual pedagogies and issues of social justice as it relates to multilingual education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01