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Teacher Collaboration and Talk in Multilingual Classrooms

reviewed by Tamara Warhol - July 11, 2006

coverTitle: Teacher Collaboration and Talk in Multilingual Classrooms
Author(s): Angela Creese
Publisher: Multilingual Matters, Clevedon
ISBN: 1853598216, Pages: 217, Year: 2005
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Many countries are now faced with educating multicultural and multilingual student populations. In order to meet the academic and linguistic needs of these diverse student bodies, different educational models have been proposed and implemented.  Models include newcomer programs, traditional language classes, different varieties of bilingual education, and the placement of language specialists within mainstream classrooms.  Although many scholars have researched and written about newcomer programs, language classes, and bilingual education (e.g., Genesee, 1999; Thomas & Collier, 2002), few scholars have studied programs that place language specialists within the mainstream classroom.  Angela Creese begins to address this gap in the literature with her book, Teacher Collaboration and Talk in Multilingual Classrooms, a discourse analytic ethnography of teacher collaborations at three schools in the United Kingdom.   In her book, Creese seeks to address three broad questions: (a) how subject teachers and English language teachers organize their collaboration to implement the curriculum for... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: July 11, 2006
https://www.tcrecord.org ID Number: 12585, Date Accessed: 9/21/2020 1:05:57 PM

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About the Author
  • Tamara Warhol
    University of Pennsylvania
    E-mail Author
    TAMARA WARHOL is a Ph.D. candidate in educational linguistics at the University of Pennsylvania, where she also received her M.S.Ed. in TESOL. Her research interests include applied linguistics/TESOL, discourse analysis and teacher education. Prior to beginning her doctoral program, she was the director of education at a non-profit organization that served refugees.
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