Beyond CLIL: pluriliteracies teaching for deeper learning
Titel (alternativ):
Beyond content and language integrated learning
Person/Institution:
Verlag:
Cambridge University Press
Ort:
Cambridge, UK
Entstehungszeit:
2021
Sprache:
Englisch
Weitere Objektinformationen
Abstract:
CLIL: Moving on. Understanding the CLIL phenomenon: Developments and directions -- Problematising CLIL: bringing the outside in and inside out -- Pluriliteracies: building a pedagogical approach for deeper learning. Moving towards pluriliteracies -- The Mechanics of Deeper Learning -- Drivers of Deeper Learning -- Mentoring Deeper Learning -- Putting a Pluriliteracies Approach into Practice. A paradigm shift: from classroom to learning ecologies -- Learnscaping: designing ecosystems for PTL -- Repositioning the language classroom in plurilitera contents -- Closing Comments: the road ahead.
"Ask any educator what they would most like to achieve throughout their professional lives and the answer is likely to be 'to make a difference'. The drive to provide fair and inclusive opportunities to better prepare all young people for living fulfilling lives as citizens of the world, any time and any age, is fundamental to the business of formal schooling. This is why teachers teach. This is what they do, whilst grappling with the 'unforgiving complexity' of teaching (Cochran-Smith, 2003, p. 4). Yet the educational world is conflicting. Fullan and Langworthy's White Paper (2013) Towards a New End: New Pedagogies for Deep Learning opens by discussing the 'crisis' in schooling as a function of a push-pull dynamic. They describe push factors involving student dissatisfaction in terms of boredom and frustration with their educational experiences. The pull factors include exploring emerging technology-rich environments with potential to reach out"--
"Ask any educator what they would most like to achieve throughout their professional lives and the answer is likely to be 'to make a difference'. The drive to provide fair and inclusive opportunities to better prepare all young people for living fulfilling lives as citizens of the world, any time and any age, is fundamental to the business of formal schooling. This is why teachers teach. This is what they do, whilst grappling with the 'unforgiving complexity' of teaching (Cochran-Smith, 2003, p. 4). Yet the educational world is conflicting. Fullan and Langworthy's White Paper (2013) Towards a New End: New Pedagogies for Deep Learning opens by discussing the 'crisis' in schooling as a function of a push-pull dynamic. They describe push factors involving student dissatisfaction in terms of boredom and frustration with their educational experiences. The pull factors include exploring emerging technology-rich environments with potential to reach out"--
Objekttext:
Do Coyle, University of Edinburgh, Oliver Meyer, Johannes Gutenberg Universität Mainz
Literaturverzeichnis: Seite 190-213
Literaturverzeichnis: Seite 190-213
Zugriff und Nutzungsmöglichkeiten
Administrative Angaben
Datensatz angelegt am:
2023-04-13
Zuletzt geändert am:
2022-11-22
In Portal übernommen am:
2023-04-13
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