Channel View Publications Ltd

A practical guide combining theory and best teaching practices to enable teachers to support multilingual learners to reach a level of deeper, conceptual understanding. This book guides educators through a concept-based curriculum designed to foster deep, enduring understanding for multilingual learners. The authors provide language scaffolds for this curriculum to allow all students to develop conceptual understanding and the ability to express it in multiple languages. The book opens with the underpinning theories of learning, offering an accessible overview of the relevant research from cognition, education and multilingualism. It offers examples of concept-based inquiry and translanguaging pedagogy, and proposes a combined approach that addresses the complexities of teaching new language learners. It concludes by addressing the challenges of implementing new curricula and offers advice for school leaders and educators on effective change management. This practical resource includes sample lesson plans as well as access to videos and teaching materials online, allowing educators to easily adapt ideas to their own context for a more inclusive classroom environment. Designed for pre-service and in-service teachers, end of chapter reflection prompts and activities make this an ideal resource for teacher training and professional development programs.

The first book to address how teachers can build more inclusive, reflexive and socially just approaches to tourism education. This book aims to disrupt the dominance of Western ways of being, thinking and knowing and blends critical theory with practical strategies, focusing on who teaches tourism, what knowledge is prioritised and how students can co-create learning. Drawing on global case studies and innovative pedagogies, the book demonstrates how to amplify Indigenous and marginalised voices, diversify knowledge systems and reimagine assessment and practice in tourism education. The volume launches a challenge to pervasive Eurocentric educational models and advances decolonisation pedagogies which dismantle the processes and practices inherited from colonialism that have shaped the study of tourism and offers a different pedagogic paradigm. It brings together pedagogy, curriculum, assessment and disciplinary dimensions of tourism into a coherent volume that provides a consistent narrative while showcasing diverse perspectives, making it both academically rigorous and an invaluable tool for educators, students and institutions worldwide.

Offers the most comprehensive national study of community and heritage language schools. Community/heritage language schools exist across the world, and yet little is known of the languages they teach, how they are organised and what students learn. Teachers in mainstream schools are generally unaware of the language and cultural knowledge their students are gaining from these schools. This book provides an overview of this educational sector and crucially how it interacts with mainstream education. Students of all ages describe what they think of the schools, how language learning impacts on their senses of self and their attitudes to their cultures and languages, and the role of their languages in everyday life. Teachers share their experiences, perceptions and practices. Parents and grandparents report the importance of community/heritage language schools for families, communities and broader society. The book offers both an in-depth study of this type of education in New South Wales, Australia, and insights that will be of use in language education across the world.

Equips readers to develop an intelligibility-oriented approach to pronunciation teaching suitable for any second/foreign language or Global Englishes setting. This book offers principled guidance for practitioners and researchers on developing a feature-based approach to teaching English pronunciation, with a focus on intelligibility within communicative contexts. Using Hong Kong English as a case study, it facilitates teachers and students in critically exploring English intelligibility within their own sociolinguistic and educational contexts and questioning the perceived importance of native speaker pronunciation. The book examines curricula, assessments, teaching materials, teacher perceptions, pronunciation teaching strategies and corrective feedback practices, and develops a contextualised approach to pronunciation teaching that prioritises key features affecting understanding, particularly in World Englishes and English as a Lingua Franca settings. Discussion and inquiry tasks in each chapter make this ideal for trainee teachers and teacher educators, while researchers will find valuable tools to explore intelligibility-oriented approaches in diverse contexts.

Provides the teaching methods and strategies educators need to foster diverse, inclusive and unbiased classroom environments. This book helps classroom teachers and educational leaders to support Asian American students in a variety of school settings, exploring their dual language use, literacy development and multifaceted identity (re)construction. Contributing to the fields of multi/plurilingual and multi/pluricultural education, it synthesizes key philosophical concepts, theories and perspectives that contemporary educators should be familiar with when working with racially, linguistically and culturally diverse student populations. It draws on 10 years of data from Korean heritage language schools and addresses topics such as translanguaging, culturally responsive and sustaining pedagogy, transnationalism, AsianCrit theory and raciolinguistic ideologies. This book provides teachers, teacher educators and parents with valuable knowledge and understanding of how to adequately support students from diverse backgrounds in inclusive and unbiased classrooms.