I wrote this post on a round table I co-hosted with four other members of the Language and Linguistics in Education research group. We are all working on the critical issue of teacher knowledge for the task of teaching language alongside content in schools. Enjoy!
by Eowyn Crisfield
To round off the 2015-2016 academic year, five LKALE members hosted a round table at the first Bangor International Conference on Bilingualism in Education. Convened by Urszula Clark, the round table entitled “Teaching with and for diversity: What teachers need to know about language and how researchers can (and should!) support them” addressed key aspects of LKALE’s mission to broaden teacher knowledge about linguistics and how it influences classroom learning.
The round table was opened by Eowyn Crisfield, with a paper that contextualised the common mantra “Every teacher is a language teacher”. Eowyn explored the types of training that “language teachers” receive, and compared to the skills needed by regular classroom teachers in order to function as language teachers alongside their roles as subject teachers. She discussed results of a teacher-training pilot project and findings that indicate that targeted INSET can make a difference in both attitudes…
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on raising bilingual children 