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dc.contributor.authorCalafato, Raees
dc.date.accessioned2022-06-02T04:09:12Z
dc.date.available2022-06-02T04:09:12Z
dc.date.issued2022
dc.date.submitted2022-06-01T09:13:35Z
dc.identifierhttps://library.oapen.org/handle/20.500.12657/55798
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/82370
dc.description.abstractA growing number of countries are implementing school initiatives aimed at developing students’ knowledge of multiple languages to help them thrive in a globalized world. Research indicates that learning languages can be made more effective if teachers draw on their own and their students’ entire language repertoires during lessons, yet few studies have systematically investigated the extent to which language teachers are willing and able to do this. This chapter reports the findings from a mixed-methods study on secondary school teachers of Arabic, English, and French based in the UAE that explored their teaching practices using an ecological perspective. Drawing upon data collected via unstructured interviews, the study’s findings revealed common themes among the participants vis-à-vis their ability and willingness to draw on their and their students’ multilingualism as a pedagogical resource. The chapter concludes by offering recommendations for how schools and policymakers can implement specific measures to help teachers and students fully realize their multilingual potential.
dc.languageEnglish
dc.rightsopen access
dc.subject.classificationthema EDItEUR::C Language and Linguistics::CJ Language teaching and learningen_US
dc.subject.classificationthema EDItEUR::C Language and Linguistics::CF Linguistics::CFB Sociolinguisticsen_US
dc.subject.otherAnalysis, anthropology, Arab, culture, change, discourse, exclusions, gender, identity, ideology, inclusion, literature, media, linguistic, language, monolingual, narratives, semiotic, translanguaging
dc.titleChapter 11 Multilingual teacher identity in the Emirates
dc.title.alternativeImplications for language policy and education
dc.typechapter
oapen.identifier.doi10.4324/9781003149637-16
oapen.relation.isPublishedByfa69b019-f4ee-4979-8d42-c6b6c476b5f0
oapen.relation.isPartOfBookLinguistic Identities in the Arab Gulf States
oapen.relation.isFundedBy80ce79f3-8351-48c5-81cb-d6eed6a8b309
oapen.relation.isFundedBy39729116-4b2f-4b53-936b-3f05ae46f005
oapen.relation.isbn9780367711733
oapen.relation.isbn9780367711719
oapen.imprintRoutledge
oapen.pages18
oapen.review.commentsTaylor & Francis open access titles are reviewed as a minimum at proposal stage by at least two external peer reviewers and an internal editor (additional reviews may be sought and additional content reviewed as required).
oapen.peerreviewProposal review
peerreview.review.typeProposal
peerreview.anonymitySingle-anonymised
peerreview.reviewer.typeInternal editor
peerreview.reviewer.typeExternal peer reviewer
peerreview.review.stagePre-publication
peerreview.open.reviewNo
peerreview.publish.responsibilityPublisher
peerreview.idbc80075c-96cc-4740-a9f3-a234bc2598f1
dc.relationisFundedBy39729116-4b2f-4b53-936b-3f05ae46f005
peerreview.titleProposal review


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