Notice bibliographique
Résumé
Preparing Teachers to Work with Multilingual Learners is the outcome of a collaboration between teacher educators and emergent researchers.Contributors to the book are from North America and Europe and worked together on the MultiTed project that aimed to foster international collaboration among researchers on strategies for teacher education in multilingual seQings.The book is comprehensive in its scope.It offers a theoretical overview of changing discourses around multilingualism and analyses both of related national and regional policies and of specific teacher education course curricula.In their analyses, authors aQend to social, historical, and ideological contexts.The book is divided into 11 chapters.In Chapter 1, the editors introduce the MultiTed project, presented as a response to the global challenges and opportunities posed by multilingualism in educational systems, and situate the book in a broader conversation about multilingualism and teacher education.In Chapter 2, Tobias Schroedler discusses four types of societal multilingualism: high-status state multilingualism, autochthonous languages and their revitalization, multilingualism resulting from migration, and what he describes as educationally manufactured multilingualism.These categorizations serve as a framework for understanding the varied manifestations of multilingualism across different contexts described later in the book.After establishing this background and framing, each chapter focuses on a specific geographic context.Chapter 3, by BethAnne Paulsrud and Adrian Lundberg, investigates the ways in which top-down diversity initiatives and discourses translate to teacher education programs in Sweden.In Chapter 4, Tams Pter Szab, Elisa Repo, Niina Kekki, and Kristiina Skinnari focus on two universities in Finland, illustrating how teacher training programs are adapting to meet the changing needs of a diverse student body.In Chapter 5, Lisa Berkel-OQo and her co-authors focus on three federal states in Germany (North Rhine-Westphalia, Hamburg, and Lower Saxony) and discuss the respective curriculum in each state, the pedagogical approaches adopted, and the variations in program implementation, influenced by each state's unique educational policy.Chapter 6, by Lucia Mikolin Saletovi, Klara Bili Metri, and Emina Berbi Kolar, situates Croatia's multilingualism in teacher education in a complex linguistic landscape, influenced by its history as a crossroads of empires and its status as a country with many officially recognized minority languages.In Chapter 7, Barbara Gross and Lynn MastelloQo examine teacher training in South Tyrol, Italy, detailing how historical border changes and current policies shape the preparation of educators in Italian, German, Ladin, and English within a highly linguistically diverse region.Chapter 8, by Chiara Liberio and Carlos Rafael Oliveras, discusses how teacher education programs in the Republic of Ireland address the linguistic diversity resulting from recent demographic shifts, with a specific focus on integrating multilingual education principles into the curriculum.Chapter 9, by Meike Wernicke, analyzes the response of teacher training programs in English Canada to the needs of multilingual learners, focusing on innovative approaches at institutions like the University of British Columbia, while in Chapter 10, Jessie Hutchison Curtis discusses the challenges and strategies of integrating multilingual education into teacher training programs in the United States, particularly through community-based teacher education and experiential learning.The final chapter is a cross-case analysis of the programs described earlier in the book.Svenja Hammer, Antje Hansen, and Meike Wernicke highlight key trends and common challenges faced by these programs, including differing conceptualizations of multilingualism and their influence on educational practices and policies.They also address the integration of multilingual approaches within curricula,
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,014 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».