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Chapter 1 - The multilingual world of teachers and students
from Part 1 - Why does linguistic diversity matter?
Robyn Moloney, Macquarie University, Sydney, Lesley Harbon, University of Technology Sydney, Susan Oguro, University of Technology Sydney
Book:

Teaching for Linguistic Diversity in Schools

Published online:

25 October 2024

Print publication:

27 June 2024, pp 13-24
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Summary

Chapter 1 encourages readers to reflect on their own experience of linguistic diversity, and their perception of the multilingual nature of rural, remote and urban Australia today. The chapter establishes its relevance to readers’ development in the first AITSL Teaching Standards (‘Know your students and how they learn’).

Chapter 2 - Why teaching for linguistic diversity matters to student wellbeing and achievement
from Part 1 - Why does linguistic diversity matter?
Robyn Moloney, Macquarie University, Sydney, Lesley Harbon, University of Technology Sydney, Susan Oguro, University of Technology Sydney
Book:

Teaching for Linguistic Diversity in Schools

Published online:

25 October 2024

Print publication:

27 June 2024, pp 25-40
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Summary

Chapter 2 engages you with both international and local research evidence of the clear connections between teacher support of multilingualism in students, and student wellbeing and school achievement. Understanding the implications of these research findings is core to the argument of the book, and to your engagement with and commitment to developing pedagogy for linguistically diverse classrooms.

Thomas S. C. Farrell
Published online:

22 April 2022

Print publication:

19 May 2022
- Element
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This Element examines the concept of reflective practice in language teaching. It includes a brief description of what reflective practice is and how it is operationalized by two of its main protagonists, John Dewey and Donald Schön, as well as some of the limitations of their conceptions. This is used as an introduction to how the author further developed their conceptions when operationalizing reflective practice for language teachers through a five-stage framework for reflecting on practice for language teachers. The author then presents an in-depth case study of the reflections of an English as a Foreign Language (EFL) teacher working in Costa Rica as he moved through the five stages of the framework for reflecting on practice. The author then goes on to outline and discuss how reflective practice may be moved forward and calls attention to the importance of emotions in the process of reflection for language teachers.