1st Edition
Unlocking the Linguistic Potential of Teachers Insights from International Teacher Education Programmes
Foreword
Introduction
Wendy Cobb
Part One
1.1 I am not Multilingual... Or am I?
Wendy Cobb
1.2 Language and Inclusion
Lorna Hughes and Hina Amjad
1.3 Content and Language Integrated Learning
Wendy Cobb and Anthony Clarke
Part Two
2.1 We All Speak Maths
Fiona Yardley
2.2 The Power of Movement: The Language of the World
Kristy Howells and Ellie Huggett
2.3 Meaning and Misconceptions: Science and Language
Maria Elsam and Wendy Cobb
2.4 Learning Languages of Sound: Case Study of Improvisation in the Performing Arts
Emily Sayers
2.5 We are Family! Supporting English as Additional Language Learners in English and History
Wendy Cobb and Clare Stow
2.6 Multilingual Teachers as Digital Literates: Rethinking Computing Education through a Socio-Cultural Lens
Poonam Heryani
2.7 Poetry: A Licence to Teach Second Language Learners
Lorna Hughes and Wendy Cobb
Part Three
3.1 The Language of Relationships for Learning
Bea Stevenson, Wendy Cobb, and Nalan Kuru
3.2 Exploring the Language of Mentoring and Coaching and Critical Friendship
Kerry Jordan-Daus and Oluwatoyosi Oluyinka-Oworu
3.3 Parental Engagement: Creating a Place of Belonging
Tom Troppe, Wendy Cobb, and Jennifer Ross
3.4 Talking and Walking Leadership
Louisa Horner and Kerry Jordan-Daus
Biography
Wendy Cobb is a Senior Lecturer, School of Social Work, Education and Teacher Education at Canterbury Christ Church University, UK.
'A thought-provoking and empowering read, this book challenges narrow notions of monolingualism and reframes how we view language in education. It offers practical guidance for creating language-rich classrooms where students’ full linguistic repertoires are recognised and celebrated. A timely resource for teachers committed to ensuring every voice is valued.'
- Amy Gaunt, co-author of Transform Teaching and Learning through Talk: the Oracy Imperative and Director of Learning at Voice 21
'How refreshing to read a book which puts relationships, with ourselves and with others, at the heart of education. The case studies offered mean that the principles of using the language of relationships become very achievable for the reader whatever their context. A must read for all involved in education.'
- Peter Leonard, Chief Executive Officer, The Centre for Emotional Health
