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Towards a well-being focussed language pedagogy: enabling arts-based, multilingual learning spaces for young people with refugee backgrounds
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Abstract:
The following article explores the conceptual background and pedagogical realities of establishing a well-being focussed language pedagogy in the context of an informal educational event called ‘Language Fest’. The event was organised as part of the UK Arts and Humanities Research Council-funded large grant project ‘Researching Multilingually at the Borders of Language, the Body, Law and the State’ – for the UK’s ‘Being Human Festival’ 2014. The event aimed to celebrate the multiple languages present in the city of Glasgow in Scotland. Participants consisted of 40 teenage ESOL learners with asylum and refugee backgrounds. Based on auto-ethnographic reflections and short interview excerpts, the article focuses on one particular situation of ‘shared singing’ which took place as part of one of the event’s music and drama-based workshops. The author reflects on her act of learning how to sing the Chinese children’s song ‘Two Tigers’, from Chung, a Mandarin speaker and ESOL college student in Glasgow. The article explores the valence of the author’s linguistic incompetence in this learning situation and argues that arts-based language learning is a situated practice that prioritises ethical, relationship-based objectives over static notions of language competence.
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Keyword:
Arts-based education; Education for humanity; Ethics; Language competence; Language deficit; Language plenty; Multilingual learning; Transgressive validity; Well-being focussed pedagogy
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URL: http://bura.brunel.ac.uk/handle/2438/13772 https://doi.org/10.1080/14681366.2016.1155639
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Linguistic Landscape in the School Setting: the Case of the Druze in Israel
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In: Faculty Contributions to Books (2016)
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Multicultural Education and Newcomer Youth: Re-imagining a More Inclusive Vision for Immigrant and Refugee Students
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In: Faculty Journal Articles (2016)
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Book review of Honigsfeld and Dove’s Collaborating and Co-Teaching: Strategies for English Learners for Teachers
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In: Scholarship and Professional Work – Education (2016)
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Bringing Work to the Table
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In: Scholarship and Professional Work – Education (2016)
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Race and Pedagogy: Creating Collaboration for Teacher Transformations
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In: Scholarship and Professional Work – Education (2016)
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Grades K-12 Curriculum Guide for Attucks: The School That Opened A City
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In: Scholarship and Professional Work – Education (2016)
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How to Stay Together at the Table to Talk about Race
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In: Scholarship and Professional Work – Education (2016)
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Qualifizierung von DaF-Lehrkräften weltweit. - Akten des XIII. Internationalen Germanistenkongresses Shanghai 2015 : Germanistik zwischen Tradition und Innovation ; Band 4 : Qualifizierung von DaF-Lehrkräften weltweit. -
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Burneva, Nikolina (Mitwirkender); Geyer, Klaus (Mitwirkender); Funk, Hermann (Mitwirkender). - Darin enthalten: Germanistische Qualifikationen weltweit: Curricula und Berufsbilder von AuslandsgermanistInnen Phonetik und Phonologie Deutsch als Fremdsprache. - Wien : Peter Lang Edition, 2016
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BLLDB
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UB Frankfurt Linguistik
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Peer-mentoring within the middle and high school music department of the International School of Kuala Lumpur: a case study
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Bridging the gap between declarative knowledge and procedural knowledge through metalinguistic corrective feedback
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The intersection of reading and identity in high school literacy intervention classes
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Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards
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Teachers’ Perceptions About Math Snacks Spanish Materials
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In: Educational Technology Faculty Publications and Presentations (2016)
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An examination of the agreement between principals and teachers on teaching style, needs of students, and class placement
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Perspectives on global citizenship: Q methodology in the classroom
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Journalism and Everyday Trauma: A Grounded Theory of the Impact From Death-knocks and Court Reporting
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