Jean Conteh
Biographic Data
| ID | 5239657 |
|---|---|
| NAME | Jean Conteh |
| GIVEN NAMES | Jean |
| FAMILY NAME | Conteh |
| SIGNATURE | CONTEH J |
| AFFILIATIONS | University of Leeds |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Exploring the professional identity and agency of student teachers in multilingual classrooms
While there is now a considerable body of work on teacher identity in the area of language education, much less attention has been given to the question of the extent to which student teachers are enabled to construct identities that are consonant with the opportunities and challenges of current multilingual classrooms. Drawing on a recent large-scale research and development project, this article explores how the student teachers in our study: u…
TheMultilingual Turn in Languages Education
Starting from the key idea that learners and teachers bring diverse linguistic knowledge and resources to education, this book establishes and explores the concept of the ‘multilingual turn’ in languages education and the potential benefits for individuals and societies. It takes account of recent research, policy and practice in the fields of bilingual and multilingual education as well as foreign and second language education. The chapters inte…
A multilingual learning community
This article describes the learning which takes place between children, teachers and parents in a multilingual learning community. It centres on a community-based, supplementary/complementary Saturday class where – slightly differently from the usual pattern – the aim is not heritage language maintenance as such, but to enhance the pupils’ mainstream school learning and their chances for success by promoting a “bilingual pedagogy”. This recognise…
Counting them in
Although published only four years ago, this powerful book is already out of date, in two important ways. First of all, its eight authors are all education professionals who, at the time of writing
Families, pupils and teachers learning together in a multilingual British city
This article focuses on multilingual primary-aged children and their families in a post-industrial city in England. Such pupils, sometimes identified in education policy as 'underachieving', often have rich experiences of learning that are hidden from their mainstream teachers and unrecognised in national assessment régimes. The article draws on the concept of 'funds of knowledge' and cultural-historical activity theory (CHAT) to reveal the compl…
‘Safe spaces’? Sites of bilingualism for young learners in home, school and community
Drawing together the work of two researchers engaged in ongoing, longitudinal research with practitioners in early years and bilingual complementary settings, this article argues that bilingual learners in the early years need and are entitled to particular kinds of ‘safe spaces’ to succeed in their education. Historical and policy contexts, and the theories that underpin this stance are discussed, along with their implications for learning. The …
Talking, Listening, Learning
Talking, Listening, Learning: effective talk in the primary classroom. By Debra Myhill, Susan Jones and Rosemary Hopper. Pp. 154. Maidenhead: Open University Press. 2006. £19.99 (pbk). ISBN 0-335-21744-3
The Urban Primary School - by Meg Maguire, Tim Wooldridge and Simon Pratt-Adams
The Urban Primary School. By Meg Maguire, Tim Wooldridge and Simon Pratt-Adams. Pp. 186. Maidenhead: Open University Press. 2006. £19.99 (pbk). ISBN 0-335-20176-8
Families, pupils and teachers learning together in a multilingual British city
This article focuses on multilingual primary-aged children and their families in a post-industrial city in England. Such pupils, sometimes identified in education policy as 'underachieving', often have rich experiences of learning that are hidden from their mainstream teachers and unrecognised in national assessment régimes. The article draws on the concept of 'funds of knowledge' and cultural-historical activity theory (CHAT) to reveal the compl…
The Urban Primary School - by Meg Maguire, Tim Wooldridge and Simon Pratt-Adams
The Urban Primary School. By Meg Maguire, Tim Wooldridge and Simon Pratt-Adams. Pp. 186. Maidenhead: Open University Press. 2006. £19.99 (pbk). ISBN 0-335-20176-8
Talking, Listening, Learning
Talking, Listening, Learning: effective talk in the primary classroom. By Debra Myhill, Susan Jones and Rosemary Hopper. Pp. 154. Maidenhead: Open University Press. 2006. £19.99 (pbk). ISBN 0-335-21744-3
‘Safe spaces’? Sites of bilingualism for young learners in home, school and community
Drawing together the work of two researchers engaged in ongoing, longitudinal research with practitioners in early years and bilingual complementary settings, this article argues that bilingual learners in the early years need and are entitled to particular kinds of ‘safe spaces’ to succeed in their education. Historical and policy contexts, and the theories that underpin this stance are discussed, along with their implications for learning. The …
Families, pupils and teachers learning together in a multilingual British city
This article focuses on multilingual primary-aged children and their families in a post-industrial city in England. Such pupils, sometimes identified in education policy as 'underachieving', often have rich experiences of learning that are hidden from their mainstream teachers and unrecognised in national assessment régimes. The article draws on the concept of 'funds of knowledge' and cultural-historical activity theory (CHAT) to reveal the compl…
Counting them in
Although published only four years ago, this powerful book is already out of date, in two important ways. First of all, its eight authors are all education professionals who, at the time of writing
TheMultilingual Turn in Languages Education
Starting from the key idea that learners and teachers bring diverse linguistic knowledge and resources to education, this book establishes and explores the concept of the ‘multilingual turn’ in languages education and the potential benefits for individuals and societies. It takes account of recent research, policy and practice in the fields of bilingual and multilingual education as well as foreign and second language education. The chapters inte…
A multilingual learning community
This article describes the learning which takes place between children, teachers and parents in a multilingual learning community. It centres on a community-based, supplementary/complementary Saturday class where – slightly differently from the usual pattern – the aim is not heritage language maintenance as such, but to enhance the pupils’ mainstream school learning and their chances for success by promoting a “bilingual pedagogy”. This recognise…
Exploring the professional identity and agency of student teachers in multilingual classrooms
While there is now a considerable body of work on teacher identity in the area of language education, much less attention has been given to the question of the extent to which student teachers are enabled to construct identities that are consonant with the opportunities and challenges of current multilingual classrooms. Drawing on a recent large-scale research and development project, this article explores how the student teachers in our study: u…
Pedagogy (8 works) · Sociology (8 works) · Multilingual Education and Policy (6 works) · Psychology (6 works) · Mathematics education (5 works) · EFL/ESL Teaching and Learning (4 works) · Multilingualism (3 works) · Second Language Learning and Teaching (3 works) · Art (2 works) · Bilingual education (2 works)