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oapen-20.500.12657-615602024-03-27T14:14:34Z Chapter 2 Current discussions on plurilingual pedagogy: Language learning implications in the Arabian Peninsula Jaafarawi, Nadine plurilingualism; translanguaging; pedagogical practices; plurilingual competence; English medium instruction; bi/multilingual education; Arabian Peninsula thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::C Language and Linguistics::CF Linguistics English Medium Instruction within higher education is in continuous change as it evolves to meet the needs of both faculty and students. In this chapter, the focus is on highlighting the “transformative” aspects of adopting plurilingual and translanguaging pedagogy to improve language learning, especially in countries within the Arabian Peninsula where English is not the first language. The chapter also sheds light on how instructors could be provided with theoretical frameworks that help them cater to the various multilingual backgrounds brought to the learning environment by the students, which, in turn, impact the design and implementation of teaching activities. These activities could involve plurilingual and translanguaging practices, which at times gather negative perceptions. Therefore, this chapter also examines the reasons for acceptance and the tensions faced by educators when transitioning into new pedagogical practices, highlighting the practical implications of plurilingualism and translanguaging to assist English language in education in countries within the Arabian Peninsula. The goal here is to serve the social and educational transformation of current models of bi/multilingual education in these countries. 2023-02-27T15:20:54Z 2023-02-27T15:20:54Z 2023 chapter 9781032326450 9781032326467 https://library.oapen.org/handle/20.500.12657/61560 eng application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International 9781003315971_10.4324_9781003315971-4.pdf Taylor & Francis Plurilingual Pedagogy in the Arabian Peninsula Routledge 10.4324/9781003315971-4 10.4324/9781003315971-4 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb 2e415069-a633-4892-b6de-4af261d69b8f 31f63df8-00d8-42e1-a5e6-55859afdf6a2 9781032326450 9781032326467 Routledge 16 Zayed University ZU open access
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English Medium Instruction within higher education is in continuous change as it evolves to meet the needs of both faculty and students. In this chapter, the focus is on highlighting the “transformative” aspects of adopting plurilingual and translanguaging pedagogy to improve language learning, especially in countries within the Arabian Peninsula where English is not the first language. The chapter also sheds light on how instructors could be provided with theoretical frameworks that help them cater to the various multilingual backgrounds brought to the learning environment by the students, which, in turn, impact the design and implementation of teaching activities. These activities could involve plurilingual and translanguaging practices, which at times gather negative perceptions. Therefore, this chapter also examines the reasons for acceptance and the tensions faced by educators when transitioning into new pedagogical practices, highlighting the practical implications of plurilingualism and translanguaging to assist English language in education in countries within the Arabian Peninsula. The goal here is to serve the social and educational transformation of current models of bi/multilingual education in these countries.
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Taylor & Francis
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2023
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1799945242793738240
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