Afterword Discursive Approaches to Understanding Teacher Collaboration: Policy into Practice  

Oleh:

Hornberger, Nancy H.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Bilingual Education and Bilingualism (Full Text) vol. 9 no. 4 (2006), page 495-499.
Fulltext: Vol. 9, No. 4, 2006,495 — 499.pdf (137.03KB)

Isi artikel

The papers herein are all about looking at actual talk by collaborating language and subject matter teachers as a way of understanding how language in education policies play out in pedagogical practices. All are about Englishmedium instruction in multilingual classrooms, either primary or secondary
located in Asia, Australia, or the United Kingdom. All argue and illuminate that these collaborative pedagogical relationships are interactionally and epistemologically complex, although educational policies more often than not treat them as unproblematic and straightforward. Across national contexts, language education policies addressing the role of teaching English as a second or additional language (ESL or EAL) in relation to content (subject area, mainstream) teaching tend to speak in terms of partnership, collaboration, and support. The papers herein demonstrate however that these collegial relationships are often constituted in unequal and hierarchical ways, in terms of both the teachers’ professional identities and their pedagogical knowledge.

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