Teacher Language Awareness in Initial Teacher Education Policy: A Comparative Analysis of ITE Documents in Norway and New Zealand
نویسندگان
چکیده
Dramatically increased population flows since at least the 1980s, primarily through economic migration and refugee resettlement, have brought considerable ethnic linguistic diversity to classrooms around world. This has been amplified by rising recognition of in-country indigenous minority languages. In such plurilingual learning environments, teachers require sophisticated language education skills. They need be able teach dominant language/s across curriculum, support learners, often foreign or additional One conceptual lens which analyse presence these competencies in current teacher policy is that awareness. While this term originally referred raising student awareness features functions language, it now incorporates knowledge about flexible languaging practices. Through a comparative analysis two key documents Norway New Zealand, we investigated how concept incorporated high-level pertaining ITE countries converge diverge their treatment Our in-depth comparison important educational policies urges both jurisdictions, as well others, aware local particularities broader patterns meeting needs plurilingually equipped for 21st-century classrooms.
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ژورنال
عنوان ژورنال: Languages
سال: 2022
ISSN: ['2226-471X']
DOI: https://doi.org/10.3390/languages7030208