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Teaching Young Children in English in Multilingual Contexts

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Teaching young children in English in multilingual contexts supports teachers working with children from the ages of five to eight. The course: develops teachers’ understandings of the notion of meaning making and how we can use that to inform the kinds of scaffolding that will build the meaning-making capacities of students in multilingual classrooms develops teachers’ unde Teaching young children in English in multilingual contexts supports teachers working with children from the ages of five to eight. The course: develops teachers’ understandings of the notion of meaning making and how we can use that to inform the kinds of scaffolding that will build the meaning-making capacities of students in multilingual classrooms develops teachers’ understandings of the need for explicit teaching practices that will build up the students’ repertoires of meaning-making resources so that they can be successful learners provides a positive context for teachers to reflect critically and openly on their teaching and develop shared understandings about scaffolding in order to improve the effectiveness of whole-school collaboration.


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Teaching young children in English in multilingual contexts supports teachers working with children from the ages of five to eight. The course: develops teachers’ understandings of the notion of meaning making and how we can use that to inform the kinds of scaffolding that will build the meaning-making capacities of students in multilingual classrooms develops teachers’ unde Teaching young children in English in multilingual contexts supports teachers working with children from the ages of five to eight. The course: develops teachers’ understandings of the notion of meaning making and how we can use that to inform the kinds of scaffolding that will build the meaning-making capacities of students in multilingual classrooms develops teachers’ understandings of the need for explicit teaching practices that will build up the students’ repertoires of meaning-making resources so that they can be successful learners provides a positive context for teachers to reflect critically and openly on their teaching and develop shared understandings about scaffolding in order to improve the effectiveness of whole-school collaboration.

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  1. 5 out of 5

    Ashley

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