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Inclusion, Education and Translanguaging : How to Promote Social Justice in (Teacher) Education?
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Editor(s):
Julie A. Panagiotopoulou
,
Lisa Rosen
,
Jenna Strzykala
Publication date
(Print):
2020
Publisher:
Springer Fachmedien Wiesbaden
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Film Education Journal
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ISBN (Print):
978-3-658-28127-4
ISBN (Electronic):
978-3-658-28128-1
Publication date (Print):
2020
DOI:
10.1007/978-3-658-28128-1
SO-VID:
07bbb92b-9bee-432f-a1b3-6b037b0e67ab
License:
https://creativecommons.org/licenses/by/4.0
https://creativecommons.org/licenses/by/4.0
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Book chapters
pp. 1
Introduction
pp. 11
Singularity, Complexities and Contradictions: A Commentary about Translanguaging, Social Justice, and Education
pp. 23
Translanguaging and Early Childhood Education in the USA: Insights from the CUNY-NYSIEB Project
pp. 41
Translanguaging in Multilingual Pre-Primary Classrooms in La Réunion: Reflecting on Inclusion and Social Justice in a French Postcolonial Context
pp. 63
Translanguaging in Early Childhood Education in Luxembourg: From Practice to Pedagogy
pp. 83
Bilingualism Versus Translanguaging in a Swiss Day-Care Center: A Space Analysis of Language Practices and Their Janus-Faced Effects on Social Inequalities and Educational Opportunities
pp. 105
Translanguaging, (In)Security and Social Justice Education
pp. 125
‘We Learn Together’—Translanguaging within a Holistic Approach towards Multilingualism in Education
pp. 145
Language Comparison as an Inclusive Translanguaging Strategy: Analysis of a Multilingual Teaching Situation in a German Primary School Classroom
pp. 165
Reflecting Lingualities and Positionalities for a Changing Education System
pp. 185
German Schools Abroad: Teachers’ Views on Translanguaging and Emerging Research Perspectives on Children’s Language Biographies and Educational Professionalization
pp. 203
‘What Shall We Sing Now, Amir?’ Developing a Voice through Translanguaging Pedagogy—An Ethnographic Research and Professional Training Project in Day-Care Centers and Schools
pp. 219
Translanguaging as a Culturally Sustaining Pedagogical Approach: Bi/Multilingual Educators’ Perspectives
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