Multilingual Approach to Diversity in Education (MADE)

This book introduces the Multilingual Approach to Diversity in Education (MADE), a framework that provides an extensive, holistic instrument with research-based teacher indicators for teachers, teacher educators, and administrators to deliver optimal education to multilingual learners in a range of contexts. The authors introduce and provide a theoretical and research-based rationale for the MADE, presenting in turn each of its seven indicators, situating them within current research and theory in multilingualism and education, and providing specific examples of classroom applications. This book will be of interest to academics, teacher educators, pre-service and practicing teachers, and graduate students interested in teaching and researching multilingual learners.

Presents a holistic approach that can be applied flexibly in a range of classroom settings Adopts a systematic approach to lesson planning and professional development for teachers Describes each component of the model in detail, justified and illustrated with examples of classroom practices

Auteur

Anna Krulatz is Professor of English in the Department of Teacher Education at the Norwegian University of Science and Technology in Trondheim, Norway.

MaryAnn Christison is Professor of Linguistics in the Department of Linguistics at the University of Utah, Salt Lake City, USA.

Texte du rabat

"For language educators who have wondered how to incorporate the theoretical insights of the multilingual turn into instruction, help is here! In this volume, Krulatz and Christison set out their model, MADE, which shows how a multilingual perspective can be incorporated into diverse classrooms, curriculum design, materials development, and teacher preparation."

Donna Christian, Senior Fellow, Center for Applied Linguistics, USA

"This book is exactly what teachers working with linguistically and culturally diverse students have been waiting for: a resource grounded in the latest scientific literature that explains how to teach and manage multilingual classrooms. It is an essential resource for anyone interested in translating theories on multilingualism into practical classroom applications."

Gessica De Angelis, Associate Professor, Norwegian University of Science and Technology, Norway

"This volume challenges practitioners in the field of language teaching and learning to consider multilingualism in a classroom as the norm, rather than an exception. In acknowledging the complexity of multilingual learners' linguistic repertoires, the authors support educators in implementing pedagogical approaches that center multilingualism in practical ways."

Kristen Lindahl, Associate Professor, University of Texas, USA This book introduces the Multilingual Approach to Diversity in Education (MADE), a framework that provides an extensive, holistic instrument with research-based teacher indicators for teachers, teacher educators, and administrators to deliver optimal education to multilingual learners in a range of contexts. The authors introduce and provide a theoretical and research-based rationale for the MADE, presenting in turn each of its seven indicators, situating them within current research and theory in multilingualism and education, and providing specific examples of classroom applications. This book will be of interest to academics, teacher educators, pre-service and practicing teachers, and graduate students interested in teaching and researching multilingual learners.

Anna Krulatz is Professor of English in the Department of Teacher Education at the Norwegian University of Science and Technology in Trondheim, Norway.

MaryAnn Christison is Professor of Linguistics in the Department of Linguistics at the University of Utah, Salt Lake City, USA.

Contenu

Chapter 1: The multilingual turn in language education.- Chapter 2: Multilingual Approach to Diversity in Education (MADE): An overview.- Chapter 3: Classrooms as multilingual spaces.- Chapter 4: Developing and using teaching materials.- Chapter 5: Interaction and grouping configurations.- Chapter 6: Language and culture attitudes.- Chapter 7: Metacognition and metalinguistic awareness.- Chapter 8: Multiliteracy.- Chapter 9: Teacher and learner language use.- Chapter 10: Instructional design with MADE.- Chapter 11: Assessment of teaching and learning with MADE.- Chapter 12: MADE in teacher education and professional development.