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040 _aOCoLC-P
_beng
_erda
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_cOCoLC-P
020 _a9781003289043
_q(electronic bk.)
020 _a1003289045
_q(electronic bk.)
020 _z9781032266046
020 _a9781040029251
_q(electronic bk. : PDF)
020 _a1040029256
_q(electronic bk. : PDF)
020 _a9781040029305
_q(electronic bk. : EPUB)
020 _a1040029302
_q(electronic bk. : EPUB)
020 _z9781032266022
024 3 _a9781003289043
024 7 _a10.4324/9781003289043
_2doi
035 _a(OCoLC)1428038900
035 _a(OCoLC-P)1428038900
050 4 _aPE1128.A2
_bR4718 2024eb
072 7 _aEDU
_x010000
_2bisacsh
072 7 _aLAN
_x009000
_2bisacsh
072 7 _aCJ
_2bicssc
245 0 0 _aResearching educational practices, teacher education and professional development for early language learning :
_bexamples from Europe /
_cedited by Sandie Mourão and Carolyn Leslie.
264 1 _aAbingdon :
_bRoutledge,
_c2024.
300 _a1 online resource (272 pages).
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 0 _aRoutledge Research in Language Education
505 0 _aAuthor biographiesAcknowledgementsIntroductionSandie Mour©Đo and Carolyn LesliePart 1: Researching Teacher PracticesChapter 1. The transformative power of local language encounters: Implications for teacher education Malika Pedley, David Roxburgh, Lorna Anderson and Joanna McPake Chapter 2. An investigation into linguistically and culturally responsive practices in early childhood education in Iceland Hanna Ragnarsd©đttir Chapter 3. Teachers⁰́₉ perceptions, classroom practices and needs in developing students⁰́₉ FL literacy skill: A transnational study Mateja Dagarin Fojkar, Katarzyna Brzosko-Barratt and Raquel Fern©Łndez-Fern©ŁndezChapter 4. Mixed-age primary classroom foreign language teaching: Implications for teacher education Tom©Ł¿Ł Kos Chapter 5. Early English language learning: Exploring pedagogical practices in a pre-primary EFL class in Catalonia through systematic observationAlexandra Vraciu and Elisabet Pladevall-BallesterPart 2: Researching Teacher EducationChapter 6. Exploring multi and translingual perspectives through dominant language constellation artefacts in teacher education: Shifting perspectives Nayr Correia Ibrahim Chapter 7. Preparing teachers for multilingualism in Norwegian early childhood education and care provision through student active learning methods Elena Tkachenko, Nina Gram Garmann and Anna Sara H. Rom©ıren Chapter 8. Climbing the ladder of global citizenship: The discourses and practices of pre-service primary English teachers in Portugal M©đnica Louren©ʹo Chapter 9. Linguistic landscapes as a resource in language teacher education Jana Roos and Howard Nicholas Chapter 10. Teaching-based master dissertations to support reflective practices when using story in early English language learning Annett Kaminski Chapter 11. In-service teacher education in English: Theorizing and critical reflection as tools for transforming teaching practices Ingebj©ırg Melleg©Ærd Part 3: Researching Teacher Education CurriculaChapter 12. Professional learning competences and tasks in primary English teacher education curricula in Portugal Fl©Łvia Vieira, Sandie Mour©Đo, Ana Isabel Andrade⁰́¯and Ana Raquel Sim©æes Chapter 13. Language ideologies at play in early childhood teacher education: A study of syllabi and textbooksGunhild Tomter Alstad Chapter 14. Looking at different formats of professional development in the context of EFL teacher education in CLIL programmes: An exercise in reflective practice Ana Halbach AfterwordIndex
520 _aRecognising the urgent need for further progress in teacher education and preparation for the success of early language learning, this volume presents research on the education and professional development of teachers, exploring how they can foster multilingual spaces in the early years of formal education. Investigating a range of European contexts, the book examines the effectiveness of teacher education for early language learning, covering contexts of multilingualism and English as a foreign language (EFL) with children under the age of 12. Split into three parts examining research into teacher practices, education, and curricula, chapters cover emerging topics such as teacher education and local linguistic encounters; global citizenship and transcultural education; linguistic landscapes and visual narratives; mixed-age classrooms and literacy skills; pre-service and in-service teacher education; and teacher and teacher educator competencies and beliefs. Offering a unique combination of foci on teachers, teacher education and classroom practice, this book will be of great interest to researchers and postgraduate students in the fields of early language education, multilingualism, EFL and teacher education more broadly. Student teachers and teachers working in early language learning contexts may also find the volume of interest.
588 _aOCLC-licensed vendor bibliographic record.
650 7 _aEDUCATION / Elementary
_2bisacsh
_993376
650 7 _aLANGUAGE ARTS & DISCIPLINES / Linguistics
_2bisacsh
650 0 _aEnglish teachers
_xTraining of.
_960592
650 0 _aEnglish language
_xStudy and teaching (Primary)
_xForeign speakers.
_993377
650 0 _aEnglish language
_xStudy and teaching (Preschool)
_xForeign speakers.
_993378
650 0 _aSecond language acquisition.
_957373
650 0 _aEducation, Bilingual.
_993379
700 1 _aMourão, Sandie,
_eeditor.
_993380
700 1 _aLeslie, Carolyn,
_eeditor.
_993381
856 4 0 _3Taylor & Francis
_uhttps://www.taylorfrancis.com/books/9781003289043
856 4 2 _3OCLC metadata license agreement
_uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
942 _cE-Books
999 _c67532
_d67532