实施多语教师教育——对哈雷堡大学双语/多语教育学士学位课程的思考

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Education As Change Pub Date : 2022-10-18 DOI:10.25159/1947-9417/11270

B. Ramadiro

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引用次数: 2

摘要

本文的中心目的是反思2018年起在Fort Hare大学开设的双语/多语言教育学士基础阶段课程的设计和实施。它回顾了关于双语/多语言的三个主要观点：基于母语的双语/多语种教育、语言和非殖民化以及跨语言视角。然后，它利用这些观点来讨论和阐明实施的各个方面，包括计划的起源、实施的挑战以及关于课程、语言使用和评估的决定。最后简要讨论了在高等教育中设计双语/多语言教育方案的经验教训。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Implementing Multilingual Teacher Education: Reflections on the University of Fort Hare’s Bi/Multilingual Bachelor of Education Degree Programme

A central aim of this article is to reflect on the design and implementation of a bi/multilingual Bachelor of Education foundation phase programme offered at the University of Fort Hare from 2018. It reviews three major perspectives on bi/multilingualism: mother tongue-based bi/multilingual education, language and decoloniality, and translanguaging perspectives. It then proceeds to use these perspectives to discuss and illuminate various aspects of implementation, including the genesis of the programme, challenges of implementation, and decisions about curriculum, language use and assessment. It concludes with a brief discussion of lessons learnt for design of bi/multilingual education programmes in higher education.

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来源期刊

Education As Change EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： Education as Change is an accredited, peer reviewed scholarly online journal that publishes original articles reflecting critically on issues of equality in education and on the ways in which educational practices contribute to transformation in non-formal, formal and informal contexts. Critique, mainly understood in the tradition of critical pedagogies, is a constructive process which contributes towards a better world. Contributions from and about marginalised communities and from different knowledge traditions are encouraged. The articles could draw on any rigorous research methodology, as well as transdisciplinary approaches. Research of a very specialised or technical nature should be framed within relevant discourses. While specialised kinds of research are encouraged, authors are expected to write for a broader audience of educational researchers and practitioners without losing conceptual and theoretical depth and rigour. All sectors of education are covered in the journal. These include primary, secondary and tertiary education, adult education, worker education, educational policy and teacher education.