| spelling |
oapen-20.500.12657-615592024-03-27T14:14:34Z Plurilingual Pedagogy in the Arabian Peninsula Coelho, Daniela Gharibian Steinhagen, Telma Arabic language; Gulf; language policy; linguistic landscape; Multilingualism; Plurilingualism; Qatar; Saudi Arabia; Translanguaging; United Arab Emirates thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::C Language and Linguistics::CF Linguistics This edited collection explores plurilingual education in the unique English medium instruction (EMI) context of the Arabian Peninsula. The book argues that integrating a plurilingual pedagogy alongside current EMI in the region could enhance students’ learning and contribute to a language policy that embraces linguistic diversity while fostering regional identity. It brings together the work of experts in Arabic and English language policy and planning, presenting empirical research relating to plurilingual pedagogical practices within the region. The book offers a range of recommendations for educators on how to integrate plurilingual pedagogies in classroom teaching. This becomes more important since many educators in the region are non-Arabic speakers and are teaching students with diverse linguistic backgrounds through English. With a holistic and interdisciplinary approach to the linguistic landscape in the Arabian region, this book will be of great interest to researchers, scholars, and students in the fields of applied linguistics, language education, teacher education, and EMI. 2023-02-27T15:16:39Z 2023-02-27T15:16:39Z 2023 book 9781032326450 9781032326467 9781003315971 https://library.oapen.org/handle/20.500.12657/61559 eng Taylor & Francis Routledge 10.4324/9781003315971 10.4324/9781003315971 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb 7034726f-4a17-4add-84bf-93cf435dd472 9781032326450 9781032326467 9781003315971 Routledge open access
|
| description |
This edited collection explores plurilingual education in the unique English medium instruction (EMI) context of the Arabian Peninsula. The book argues that integrating a plurilingual pedagogy alongside current EMI in the region could enhance students’ learning and contribute to a language policy that embraces linguistic diversity while fostering regional identity. It brings together the work of experts in Arabic and English language policy and planning, presenting empirical research relating to plurilingual pedagogical practices within the region. The book offers a range of recommendations for educators on how to integrate plurilingual pedagogies in classroom teaching. This becomes more important since many educators in the region are non-Arabic speakers and are teaching students with diverse linguistic backgrounds through English. With a holistic and interdisciplinary approach to the linguistic landscape in the Arabian region, this book will be of great interest to researchers, scholars, and students in the fields of applied linguistics, language education, teacher education, and EMI.
|
