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This book details a three-year, multi-stranded study of teacher education programs that prepare future teachers to work with multilingual learners. The book examines how racism and linguicism collaborate to shape the conditions under which teacher candidates learn how to teach. The analysis traces dynamic shifts in thinking and practice as participants reflected on their personal, professional and academic experiences in relation to formal curriculum and assessment policies to interpret what it means to work with multilingual learners in the classroom. The book offers guiding principles – above all, learning from multilingual learners, not only about them – and presents a suite of teacher-education practices to disrupt the interplay of language and race that so deeply shapes teacher-candidate learning about multilingual learners.

For primary school students learning English as a second language.

Nieuwkomers die de taal en cultuur van het gastland niet kennen, botsen vaak op misverstanden in de communicatie. In dit boek wordt een aantal van deze "anekdotes" gebruikt bij klasactiviteiten, met de bedoeling de interculturele competentie van leerlingen te bevorderen. Deze methodiek wordt ook "Storyline" genoemd.

"Drawing on correspondence, novels, literary criticism, and other documents by Riccoboni, Laclos, and Burney, Antoinette Sol demonstrates how these novelists, traditionally separated by nationality, gender, and genre, are in fact concerned with similar issues of individual authority and social criticism. She shows how arbitrary literary categorization of these writers as sentimental or libertine has kept their work from a reading which reveals their commonalities."--BOOK JACKET.

For primary school students learning English as a second language.