Información General

• Autores: María Dolores Ramírez Verdugo (ed. lit.)
• Editores: Taylor & Francis Group, Routledge, Taylor & Francis Group
• Año de publicación: 2024
• País: Reino Unido
• Idioma: inglés
• ISBN: 978-1-032-39143-4, 978-1-032-39144-1
• Texto completo no disponible (Saber más ...)

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Introduction: Transnational views and experiences on bilingual and second language teacher education

    María Dolores Ramírez Verdugo

    págs. 1-11

    

  • Conclusion: International challenges and perspectives in a second language and bilingual teacher education

    María Dolores Ramírez Verdugo

    págs. 219-222

    

  • Part I. Pedagogical approaches to bilingual teacher education and professional development

    • Realization of interdisciplinary learning environments through CLIL

      David Marsh, Wendy Díaz Pérez

      págs. 15-32

      

    • Multimodal and creative tools in the translanguaging ELA classroom

      Ivana Espinet

      págs. 33-44

      

    • Reflective co-teaching in primary EFL and CLIL teacher education

      Alfonso López Hernández, Magdalena Custodio Espinar

      págs. 45-67

      

    • A framework for developing (inter)cultural competence in CLIL teacher education

      Ana Otto, María Elena Serrano Moya

      págs. 68-87

      

    • A Covid-triggered and language-oriented pedagogical awakening

      Michal Jaskiewicz

      págs. 88-105

      

    • Paths toward critical literacy: Colombian teacher-researchers' understandings of literacy in the langguage classroom

      María Teresa Esteban Núñez, Anna Carolina Peñaloza Rallón, Ana Olga Rallón

      págs. 107-116

      

    • A technology-based English rhythm approach for bilingual higher education

      Raúl Jiménez Vilches, María Dolores Ramírez Verdugo

      págs. 117-134

      

  • Part II. Plurilingual context in second language and bilingual teacher education

    • Current challenges for bilingual teacher education: the multilingual classroom

      Lluïsa Astruc, Paz Marín García

      págs. 137-158

      

    • Language education challenges in and outside of the classroom: a case study in rural Sonora, Mexico

      Carolyn O'Meara, Stephen A. Marlett, Cathy M. Marlett

      págs. 159-178

      

    • Albanian and Spanish bilingual primary school teacher exchange: experience, impact, and challenges

      Joseph Xhuxhi, María Dolores Ramírez Verdugo

      págs. 179-195

      

    • Assessments of content and language: The case of CLIL, EMI, and multilingual context

      Helena Reierstam

      págs. 197-218