FROM THE PUBLISHER

This volume looks at the interactions of collaborating teachers in multilingual classrooms and how these impact on knowledge. It also looks at how policy statements and ideologies around multilingualism position teachers and learners in particular ways. A linguistic ethnographic approach is taken in the study, which considers the discourses of whole class and small group teaching and learning. Chapters consider the relation between different languages, different pedagogies and different teacher identities in the secondary school classroom. The book documents how a policy of inclusion is played out in practice.

SYNOPSIS

Creese (education, U. of Birmingham, UK) offers a critical analysis of the collaborative teaching relationship between English as an additional language (EAL) teachers and subject curriculum teachers in schools. The text is based on fieldwork conducted at three London secondary schools located in economically poor and richly diverse parts of the city. The author examines how subject teachers and EAL teachers are positioned differently within the school through their own pedagogic stances and the discourses which support them, how issues of power impact upon the implementation of an educational policy for bilingual children, and how cultural and linguistic diversity are viewed within English schools. For teachers, researchers, and policy makers. Distributed in the U.S. by UTP Distribution. Annotation ©2005 Book News, Inc., Portland, OR