Multilingual education or How to learn to teach multilingual learning
Special issue of AILA Review 35:1 (2022)
Editors
[AILA Review, 35:1] 2022. v, 169 pp.
Publishing status: Available
Published online on 27 September 2022
Published online on 27 September 2022
© AILA
Table of Contents
- Introduction: How to learn to teach multilingual learningEva Vetter & Nikolay Slavkov | pp. 1–11
- Metacognition in multilingual learning and teaching: Multilingual awareness as a central subcomponent of metacognition in research and practiceUlrike Jessner & Elisabeth Allgäuer-Hackl | pp. 12–37
- Plurilingual and pluricultural competence: The EVAL-IC model of intercomprehension competenceMargareta Strasser & Christina Reissner | pp. 38–59
- Plurilingual practice in language teacher education: An exploratory study of project design and ideological changeDiane Potts & Euline Cutrim Schmid | pp. 60–88
- Multilingualism, translanguaging and transknowledging: Translation technology in EMI higher educationKathleen Heugh, Mei French, Vandana Arya, Min Pham, Vincenza Tudini, Necia Billinghurst, Neil Tippett, Li-Ching Chang, Julie Nichols & Jeanne-Marie Viljoen | pp. 89–127
- Exploring bilingual teaching and learning in a Jewish-Palestinian language caféOrly Haim & Yarden Kedar | pp. 128–151
- Emerging trends in multilingual learning and teaching: Beyond edges and bordersLarissa Aronin & Susan Coetzee-Van Rooy | pp. 152–168
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