The book provides a comprehensive overview of international pedagogical approaches, research, innovation experiences, and best practices in bilingual and second language education to enhance bilingual teacher education programs.
The book clearly outlines the need for an interdisciplinary and interconnected approach to effecting successful bilingual teacher education programs. Featuring practical examples from a wide range of geographic contexts throughout, the volume comprises diverse pedagogical approaches to bilingual and second language teacher education, bilingual and plurilingual education, storytelling, digital storytelling and digital technology, and content and language integrated learning (CLIL), including methodological strategies in bilingual education as well as quality standards in CLIL syllabus design assessment. The book concludes by reflecting on the lessons learned from research, and identifies future directions for bilingual education programs and bilingual teacher education.
The volume will be of interest to students and scholars in bilingual and second language education, bilingual teacher education, CLIL, as well as educators and stakeholders in bilingual, CLIL, and English teacher education degree programs.
Edited by:
M. Dolores Ramírez-Verdugo
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 229mm,
Width: 152mm,
Weight: 743g
ISBN: 9781032395425
ISBN 10: 1032395427
Series: Routledge Studies in Applied Linguistics
Pages: 304
Publication Date: 12 April 2024
Audience:
College/higher education
,
Primary
Format: Hardback
Publisher's Status: Active
List of Figures List of Tables List of Contributors Part 1. Lessons from Research Introduction. Bilingual and L2 teacher education from an interdisciplinary research and innovation perspective, M. Dolores Ramírez-Verdugo Chapter 2. Enhancing the effectiveness of bilingual education: lessons from research, Fred Genesee Part 2. Digital Technology in L2 and Bilingual Education Chapter 3. A tool for enabling reflection and exploration of bilingual and L2 writing behavior through revision history analytics, Selen Türkay, Bahar Otcu-Grillman, & Daniel Seaton Chapter 4. Digital tools and theories to support English language learners Applications to bilingual teacher education, To-Ken Lee & Aaron Chia Yuan Hung Chapter 5. An educational technology-based project to upgrade quality inclusive bilingual education, M. Elena Augusto and M. Dolores Ramírez-Verdugo Chapter 6. Preservice bilingual teachers' social projects in digitalized bilingual classrooms, Laura V. Fielden Burns & Mercedes Rico García Part 3. Digital Storytelling in CLIL and Bilingual Education: Applications to Bilingual Teacher Education Chapter 7. Field Experience Research and Assessment through Digital Storytelling, Bahar Otcu-Grillman Chapter 8. (Re) Designing and (Re) Creating Digital Storytelling. A Culturally Innovative and Empathic Linguistic Method for DigiTales, B. Eda Hancı-Azizoglu and Bashak Tarkan-Blanco Chapter 9. Natural science in upper primary education with Native-American stories and CLIL, M. Mercedes Pérez Part 4. Distance Learning & Bilingual Teacher Education Chapter 10. Towards an integrated framework for CLIL-based blended teaching, Jorge Arús-Hita & Elena Bárcena Chapter 11. Complexity perspectives on motivation, anxiety, and willingness to communicate in English language online education, Adrienn Fekete Part 5. Content Areas Bilingual Education & Standard Quality Assessment Chapter 12. Multilingual framework to museums with STEAM educational approach, Alfonso García de la Vega and Karen Isabel Pineda Moreno Chapter 13. Enhanced science content in bilingual education contexts using visual resources, José M. Pérez-Martín and Beatriz Bravo-Torija Chapter 14. A research study on STEM quality standards in bilingual teacher education and CLIL, Maria Puertas Conclusion. Future challenges and perspectives for second language and bilingual teacher education, M. Dolores Ramírez-Verdugo Index
M. Dolores Ramírez-Verdugo is Professor of English Applied Linguistics and Teacher Education in the Department of Modern Languages and Pedagogy at Universidad Autónoma de Madrid, Spain.
