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dc.contributor.authorCalafato, Raees
dc.date.accessioned2022-06-01T09:13:35Z
dc.date.available2022-06-01T09:13:35Z
dc.date.issued2022
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/55798
dc.description.abstractA growing number of countries are implementing school initiatives aimed at developing students’ knowledge of multiple languages to help them thrive in a globalized world. Research indicates that learning languages can be made more effective if teachers draw on their own and their students’ entire language repertoires during lessons, yet few studies have systematically investigated the extent to which language teachers are willing and able to do this. This chapter reports the findings from a mixed-methods study on secondary school teachers of Arabic, English, and French based in the UAE that explored their teaching practices using an ecological perspective. Drawing upon data collected via unstructured interviews, the study’s findings revealed common themes among the participants vis-à-vis their ability and willingness to draw on their and their students’ multilingualism as a pedagogical resource. The chapter concludes by offering recommendations for how schools and policymakers can implement specific measures to help teachers and students fully realize their multilingual potential.en_US
dc.languageEnglishen_US
dc.subject.otherAnalysis, anthropology, Arab, culture, change, discourse, exclusions, gender, identity, ideology, inclusion, literature, media, linguistic, language, monolingual, narratives, semiotic, translanguagingen_US
dc.titleChapter 11 Multilingual teacher identity in the Emiratesen_US
dc.title.alternativeImplications for language policy and educationen_US
dc.typechapter
oapen.identifier.doi10.4324/9781003149637-16en_US
oapen.relation.isPublishedBy7b3c7b10-5b1e-40b3-860e-c6dd5197f0bben_US
oapen.relation.isPartOfBook5e029294-94d2-41cb-b1ca-fbb72372a6aden_US
oapen.relation.isFundedBy39729116-4b2f-4b53-936b-3f05ae46f005en_US
oapen.relation.isbn9780367711733en_US
oapen.relation.isbn9780367711719en_US
oapen.imprintRoutledgeen_US
oapen.pages18en_US
oapen.remark.publicFunder name: University of Bergen, Norway


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