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

Autor/inn/en	Coyle, Do; Bower, Kim; Foley, Yvonne; Hancock, Jonathan
Titel	Teachers as Designers of Learning in Diverse, Bilingual Classrooms in England: An ADiBE Case Study
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 9, S.1031-1049 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coyle, Do) ORCID (Foley, Yvonne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1989373
Schlagwörter	Foreign Countries; Curriculum Design; Secondary School Students; Bilingual Education; Student Diversity; Ethnicity; Content and Language Integrated Learning; Second Language Instruction; English (Second Language); Language Teachers; Teacher Attitudes; Student Attitudes; Student Needs; Learning Experience; Secondary School Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehrplangestaltung; Sekundarschüler; Bilingual teaching; Bilingualer Unterricht; Ethnizität; CLIL; Lernkonzept; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerverhalten; Schülerverhalten; Lernerfahrung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01