Towards new learning partnerships in bilingual educational contexts

raising learner awareness and creating conditions for reciprocity and pedagogic attention

Yolanda Ruiz de Zarobe*, Do Coyle

*Corresponding author for this work

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This article addresses the need to develop new pedagogic approaches which promote learner independence in contexts where learning takes place through the medium of more than one language. The challenges of responding to a rapidly changing educational landscape to ensure that our learners become pluriliterate global citizens are presented through three case studies each set in a different multilingual context. These classroom-based studies into effective learning focus on teachers and learners as co-researchers and involve reflexive processes which engage teachers and learners in the analysis of their own practices. The findings emphasise the need to support ‘reciprocity’ and ‘pedagogic attention’ through shared learner and teacher awareness of learning as well as to provide methods for instructing learners in metacognitive strategy use. The authors conclude that bilingual educational contexts provide potentially rich learning environments which – if they are to realise this potential – will demand new ways of developing shared reciprocity around teacher–learner pedagogic understanding.

Original languageEnglish
Pages (from-to)471-493
Number of pages23
JournalInternational Journal of Multilingualism
Volume12
Issue number4
Early online date18 Sep 2015
DOIs
Publication statusPublished - 2015

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pedagogics
reciprocity
teacher
learning
learning environment
citizen
classroom
demand
language
Education

Keywords

  • Bilingual learning
  • CLIL
  • learning partnerships
  • metacognitive awareness
  • pedagogic attention

ASJC Scopus subject areas

  • Linguistics and Language
  • Language and Linguistics

Cite this

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title = "Towards new learning partnerships in bilingual educational contexts: raising learner awareness and creating conditions for reciprocity and pedagogic attention",
abstract = "This article addresses the need to develop new pedagogic approaches which promote learner independence in contexts where learning takes place through the medium of more than one language. The challenges of responding to a rapidly changing educational landscape to ensure that our learners become pluriliterate global citizens are presented through three case studies each set in a different multilingual context. These classroom-based studies into effective learning focus on teachers and learners as co-researchers and involve reflexive processes which engage teachers and learners in the analysis of their own practices. The findings emphasise the need to support ‘reciprocity’ and ‘pedagogic attention’ through shared learner and teacher awareness of learning as well as to provide methods for instructing learners in metacognitive strategy use. The authors conclude that bilingual educational contexts provide potentially rich learning environments which – if they are to realise this potential – will demand new ways of developing shared reciprocity around teacher–learner pedagogic understanding.",
keywords = "Bilingual learning, CLIL, learning partnerships, metacognitive awareness, pedagogic attention",
author = "{Ruiz de Zarobe}, Yolanda and Do Coyle",
note = "We would like to acknowledge the funding awarded by the Spanish Ministry of Economy and Competitiveness [grant number FFI2012-31811] and the Basque Department of Education, Research and Universities IT311-10 (UFI 11/06); funding awarded by the Scottish Government for the ILC for the Gaelic Study and funding by the Esm{\'e}e Fairnbairn Foundation for the ITALIC Study was also granted.",
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