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- Challenging Monolingual Norms: TESL Teacher Education to . . .
Despite this diverse reality, language education continues to follow a one-language-only approach, and learners are expected to perform based on standard monolingual norms Previous research shows that while language teachers value linguistically and culturally inclusive language classrooms, implementing pedagogical change is still a challenge
- Extending Understandings of Bilingual and Multilingual Education
Abstract Our traditional understandings of bilingual and multilingual education have been disrupted, as scholars in different parts of the world have questioned some of them
- Mapping Multilingual Futures: An Introduction to the Themed . . .
Given the shortcomings of some integrative models, contem-porary scholarship increasingly challenges monolingual norms and advocates for more inclusive, language-aware educational models and pedagogies that recognize and value the multilingualism present in students’ everyday lives (e g , Conteh Meier, 2014), rather than solely focusing on
- Multilingual education: A key to quality and . . . - UNESCO
Improved access and inclusivity through mother tongue education Adopting a mother language-based, multilingual education improves access to and inclusion in education, particularly for population groups that speak non-dominant, minority and indigenous languages
- Challenging the monolingual mindset: Understanding . . .
This ‘monolingual mindset’ is stark within the Australian education system (Hajek Slaughter, 2015), where policies that inform curriculum, pedagogy, and assessment are predicated on English-only assumptions which ignore the broader range of language and literacy resources that students who learn English as an additional language bring to
- Translanguaging and Trans-Semiotizing for Critical . . .
Contemporary pedagogical practices that concern the teaching of disciplinary content in an additional language first appeared in the 1960s They were adopted by bilingual and immersion programs in Canada, the Netherlands, Finland and Sweden as part of the multilingual education provision in these countries (Hemmi and Banegas, 2021)
- Multilingual Approach to Diversity in Education (MADE): An . . .
We then present a rationale for why a more comprehensive model is needed to equip teachers working in multilingual contexts with pedagogical tools that are based on current research on multilingualism, challenge the monolingual bias, and are at the same time straightforward to implement
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