The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL
Accepted version
Peer-reviewed
Repository URI
Repository DOI
Change log
Authors
Abstract
This paper aims to define the knowledge base of teaching in linguistically diverse secondary schools in England. Based on extensive interviews with the teachers across two schools, the paper identifies a range of good practices centred on flexibility and differentiation. These include diversifying teaching resources by using bilingual materials and dialogic tasks, as well as making adjustments to teaching by simplifying input and including cultural references. These practices are characterised by ‘a situated child-centred approach’ which is underpinned by 10 core principles of multilingual classroom pedagogy for English as an additional language. Implications for education policy and practice are also discussed.
Description
Keywords
knowledge base of teaching, teacher knowledge of linguistic diversity, multilingual classroom pedagogy, English as an additional language, situated child-centred approach
Journal Title
Language and Intercultural Communication
Conference Name
Journal ISSN
1470-8477
1747-759X
1747-759X
Volume Title
17
Publisher
Taylor & Francis
Publisher DOI
Sponsorship
Bell Foundation (unknown)
The authors are grateful to the Bell Foundation for supporting the research on which this article was based and to the research team which included Madeleine Arnot, Michael Evans, Linda Fisher, Karen Forbes, Mei Hu, Yongcan Liu, Claudia Schneider and Oakleigh Welply. The authors are grateful to the participants in the schools and communities who gave their time to help this project. The views expressed here are those solely of the named authors of this article.