This book examines the interactions of collaborating teachers in multilingual classrooms and how these impact on what counts as knowledge in the secondary school classroom. The study takes a linguistic ethnographic approach and considers the discourses of whole class and small group teaching and learning.
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This book examines the interactions of collaborating teachers in multilingual classrooms and how these impact on what counts as knowledge in the secondary school classroom. The study takes a linguistic ethnographic approach and considers the discourses of whole class and small group teaching and learning.
Read Less