The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL
Language and Intercultural Communication
Taylor & Francis
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Liu, Y., Linda Fisher,, Karen Forbes,, & Michael Evans,. (2017). The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL. Language and Intercultural Communication, 17 (4), 378-395. https://doi.org/10.1080/14708477.2017.1368136
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.
knowledge base of teaching, teacher knowledge of linguistic diversity, multilingual classroom pedagogy, English as an additional language, situated child-centred approach
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.
Bell Foundation (unknown)
External DOI: https://doi.org/10.1080/14708477.2017.1368136
This record's URL: https://www.repository.cam.ac.uk/handle/1810/268106