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Technology-Enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language

Patrick-André Mather
Universidad de Puerto Rico, Puerto Rico


Product Details
Format:
Hardback
ISBN:
9781839821295
Published:
26 Nov 2020
Publisher:
Emerald Publishing Limited
Dimensions:
275 pages - 152 x 229mm
Series:
Emerald Studies in Higher Education, Innovation and Technology
Educators in Europe and the Americas traditionally have little formal training in applied linguistics, and yet they are increasingly faced with a growing multilingual student base. This book responds to the need to make the university community more aware of the unique experience of linguistically diverse students. 

Drawing on research and hands-on experience from both linguists and non-linguists who deal with students from different language backgrounds in their classroom, this book includes contributions which include linguistic research on 2nd and 3rd language acquisition, as well as case studies of specific challenges in teaching content courses in various disciplines, to offer a roadmap of how educators might facilitate the learning of their bilingual student cohort. 

Combining issues that have been studied separately within the fields of theoretical linguistics, pedagogy and information and communication technologies (ICT), the author presents a comprehensive overview across the areas of applied linguistics, foreign language teaching methodologies and technological tools to address multilingualism within the university classroom, and ultimately equip educators to meet a critical demand.
Chapter 1.Higher education and the multilingual classroom: how applied linguistics research can help design effective teaching strategies; Patrick-André Mather 
Part I: Third language acquisition and teaching: from theory to practice 
Chapter 2.The Additive Effect of Bilinguals’ Metalinguistic Awareness in Additional Language Acquisition; Francesca D’Angelo 
Chapter 3.Learning Spanish and supporting Erasmus students’ first language in the interactive classroom; Silvia Chireac 
Chapter 4.Translanguaging Strategies for Teaching Literature in a Multicultural Setting; Maria Teresa Martinez-Garcia, Patricia Arnold 
Chapter 5.On the implementation of language intercomprehension in the American university; Cedric J. Oliva, Alan Gomez 
Chapter 6.Technology-enhanced learning in the L3 German classroom; Sven-Ole Andersen 
Chapter 7.The intersection of language, culture and technology: Perceptions of L3 learning by L2 speakers of English; Chesla Ann Lenkaitis, Shannon M. Hilliker, Luis Y. Castañeda 
Chapter 8.Students’ attitudes towards critical telecollaboration: A case study in an L2/L3 French classroom; Vincent Chanethom 
Part II: Teaching college and university-level content courses in an additional language 
Chapter 9.Technology-enhanced lesson plans for multilingual students; Anna Moni 
Chapter 10.Teacher-training programs in Physical Education for African-American and Hispanic students; Langston Clark, Carlos M. Cervantes 
Chapter 11.The Cumulative Curriculum Model for Content and Language Development in the Multilingual Classroom; Robb McCollum 
Chapter 12.Second and third language acquisition and the multilingual classroom: new insights for higher education; Patrick-André Mather
Patrick-André Mather teaches Linguistic Theory, Sociolinguistics, French, and Quebec Literature at the University of Puerto Rico (Rio Piedras). He specializes in the study of language contact and diversity, including pidgins and creoles, sociophonetics, and language policy and planning.

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