This volume looks at the interactions of collaborating teachers in
multilingual classrooms and how these impact on what counts as
knowledge in the secondary school classroom. It also looks at how
policy statements and ideologies around multilingualism position
teachers and learners in particular ways. A linguistic ethnographic
approach is taken in the study, which considers the discourses of
whole class and small group teaching and learning. Chapters
consider the relation between different languages, different
pedagogues and different teacher identities in the secondary school
classroom. The book documents how a policy of inclusion is played
out in practice.
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