Empowering Students Through Multilingual And Content Discourse
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Empowering Students Through Multilingual and Content Discourse
Empowering Students Through Multilingual and Content Discourse is a peer-reviewed research book that challenges the traditional monolingual classroom approach, where the teacher's voice dominates and only the dominant culture's language is considered the path to success. The book aims to empower students by creating classroom spaces where all voices are heard, valued, and empowered. It draws on research from scholars who study discourse and offers insights into how discourse can be used to promote language and literacy development, honor all students' voices, and empower them. This book also provides guidance on culturally and linguistically sustaining discourse practices and encourages educators to incorporate students' home languages and discourse practices in classroom instruction. It challenges educators to move away from centering White English and represent language more responsibly within the classroom. This research is a valuable resource for academic scholars and a useful tool for teachers looking to cultivate student-centered classroom practices. By encouraging discourse among students, educators can create a space where human life holds meaning, and students feel empowered to act and use their voices.
Transforming Teacher Preparation Through Identity, Development, and Effective Technologies
In the landscape of global education, there is a dire shortage of teachers, exacerbated by declining enrollment rates and a mass exodus of educators, particularly in urban settings. UNESCO's revelation that millions of teachers are needed by 2030 underscores the critical gaps in our ability to provide quality education. As the education sector grapples with these challenges, Transforming Teacher Preparation Through Identity, Development, and Effective Technologies, offers valuable solutions. This compilation responds to the pressing need for a paradigm shift in teacher preparation, offering insights, recommendations, and diverse perspectives from experts worldwide to address the current crisis and shape the future of education. Teacher shortages and diminishing enrollment rates, coupled with the departure of educators, pose a significant threat to the quality of education globally. Urban areas, in particular, witness a disproportionate exodus of educators, creating disparities that impact the most vulnerable students. The COVID-19 pandemic has further emphasized the need for innovative, technology-driven solutions in teacher preparation. As schools deal with these issues, the imperative is to not only reflect on the current state of teacher preparation but also to set forth recommendations that will transform the field, ensuring a robust and resilient education system for the years to come.
Transcending Boundaries
EAIR – The European Higher Education Society is an international association connecting scholars, practitioners, students, managers, and policymakers in higher education. This volume, part of the EAIR book series, features papers from the EAIR Forum 2024 at University College Cork, Ireland. It explores the role of higher education in addressing global challenges like climate change, resource depletion, and inequality. The chapters highlight the importance of integrating Sustainable Development Goals (SDGs) into curricula, research, and community programs. They focus on areas such as sustainable governance, teaching, research, quality culture, digitalization, and transnational cooperation for a sustainable future. Contributors are: Joris Boonen, Bruno Broucker, Paweł Bryła, Jannica Budde, Thierry Burger-Helmchen, Ana Maria Carneiro, Flávia Colus, Bård Drange, Brigitte Ecker, Erik Fledderus, Jon Furholt, Anne Gannon, Isabelle Grosch, Ankie Hoefnagels, Arlette Jappe, Jouni Kekäle, Ben Kokkeler, Andrea Kottmann, Carrie Kovacs, Jean-Yves Le Corre, Julia Mayr, Jessica Nooij, Mark O’Hara, Atul Kr. Ojha, Neslihan Onder-Ozdemir, Rómulo Pinheiro, Katie Power, Silke Preymann, Verena Régent, Anna Santucci, Louise Schubotz, Margrete Søvik, Sandra von Sydow, Mingfeng Tang, Jens Tobor, Gerhard Yngve Amundsen and Jin Zhao.