Unlocking the Linguistic Potential of Teachers
Routledge (Verlag)
9781041022077 (ISBN)
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Arguing that all teachers are necessarily language teachers needing to traverse increasingly diverse educational settings, this book focuses on how language impacts learning in every subject, helping teachers of all disciplines to fully realise the skills and knowledge needed to teach inclusively. Featuring the voices of novice and expert teachers and teacher educators across a range of disciplines and contexts, the volume demonstrates the importance of social skills such as empathy, cultural awareness and open mindedness within these diverse educational settings. Chapters combine international perspectives with practical strategies and real-world case studies, as well as reflection points and opportunities for action planning; specifically designed ‘language challenges’, aimed at inspiring teachers to develop language curious classrooms, are interwoven through the book. Ultimately, the volume is designed to help recognise and unlock the full linguistic repertoire of teachers, students and mentors in order to develop high-quality and inclusive pedagogies that target linguistic and emotional barriers to closing existing attainment gaps.
Wendy Cobb is Senior Lecturer and Academic Sessional, School of Teacher Education and Secondary and Post 16 Initial Teacher Education (ITE) Academic Sessional, Canterbury Christ Church University, UK. Lorna Hughes is School Lead for Internationalisation and Course Director for Masters-level courses, focusing on special educational needs and inclusion, Canterbury Christ Church University, UK.
Foreword
Introduction
Wendy Cobb
Part One
1.1 I am not multilingual. Or am I?
Wendy Cobb
1.2 Language and Inclusion
Lorna Hughes and Hina Amjad
1.3 Content and Language Integrated Learning
Wendy Cobb and Anthony Clarke
Part Two
2.1 We all speak Maths
Fiona Yardley
2.2 The Power of Movement: The Language of the World
Kristy Howells and Ellie Huggett
2.3 Meaning and Misconceptions: Science and Language
Maria Elsam and Wendy Cobb
2.4 Learning languages of sound: Case study of improvisation in the performing arts
Emily Sayers
2.5 We are family! Supporting English as Additional Language Learners in English and History
Wendy Cobb and Clare Stow
2.6 Multilingual Teachers as Digital Literates: Rethinking Computing Education Through a Socio-Cultural Lens
Poonam Heryani
2.7 Poetry: A licence to teach second language learners
Lorna Hughes and Wendy Cobb
Part Three
3.1 The Language of Relationships for Learning
Bea Stevenson, Wendy Cobb, Nalan Kuru
3.2 Exploring the Language of Mentoring and Coaching and Critical Friendship
Kerry Jordan-Daus and Oluwatoyosi Oluyinka-Owuru
3.3 Parental engagement: Creating a Place of Belonging
Tom Troppe, Wendy Cobb and Jennifer Ross
3.4 Talking and Walking Leadership
Louisa Horner and Kerry Jordan-Daus
| Erscheint lt. Verlag | 30.3.2026 |
|---|---|
| Zusatzinfo | 6 Tables, black and white; 1 Line drawings, black and white; 3 Halftones, black and white; 4 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule |
| Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik | |
| ISBN-13 | 9781041022077 / 9781041022077 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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