Unlocking the Linguistic Potential of Teachers

Insights from International Teacher Education Programmes
1. Auflage 2026
ISBN: 978-1-041-02207-7
Verlag: Taylor & Francis Ltd

Buch, Englisch, 190 Seiten, Format (B × H): 156 mm x 234 mm

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.

Zielgruppe

Academic, Postgraduate, Professional Training, Undergraduate Advanced, and Undergraduate Core

Autoren/Hrsg.

Cobb, Wendy

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

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

Über Autor(innen)

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.