000 02247nam a22003138i 4500
999 _c4300
_d4300
001 ssj0002682736
003 WaSeSS
005 20250616040834.0
006 m d
007 cr n
008 201214s2021||||enk s ||1 0|eng|d
020 _a9781009014403
_q(paperback)
040 _aUkCbUP
_beng
_cUkCbUP
_dWaSeSS
_dJCRC
050 4 _aP115.35
_b.C46 2021
082 0 4 _a407.1/2
_223
100 1 _aCenoz, Jasone
245 1 0 _aPedagogical translanguaging /
_cJasone Cenoz, Durk Gorter.
260 _aCambridge :
_bCambridge University Press,
_c2021.
300 _a58 p. :
_bill. ;
_c24 cm.
440 _aCambridge elements. Elements in language teaching,
_x2632-4415
500 _aTitle from publisher's bibliographic system (viewed on 13 Dec 2021).
505 _aIntroduction -- What is Translanguaging? -- What is Pedagogical Translanguaging? -- Metalinguistic Awareness, Pedagogical Translanguaging Practices and Assessment -- Minority Languages, Immersion and CLIL -- Conclusion and Future Perspectives
520 _a"Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages." (Publisher's Description)
650 0 _aTranslanguaging (Linguistics)
655 0 _aElectronic books.
700 1 _aGorter, Durk
830 0 _aCambridge elements.
_pElements in language teaching,
_x2632-4415.
942 _2z
_cBK