'I have felt happiness': A detailed look at co-teacher development for plurilingual and inclusive teaching and learning
Dooly Owenby, Melinda (Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua i la Literatura i de les Ciències Socials)
Llompart Esbert, Julia (Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua i la Literatura i de les Ciències Socials)

Fecha:	2025
Descripción:	21 pàg.
Resumen:	This article investigates teacher training in plurilingual and multicultural education through the lens of a non-formal language program, AFEX, in Barcelona. AFEX teaches local languages to migrant-origin families using a co-teaching model, pairing preservice teachers with community language facilitators. Using micro-longitudinal Conversation Analysis (Greer, T. [2016. "Learner Initiative in Action: Post-expansion Sequences in a Novice ESL Survey Interview Task. " Linguistics and Education 35:78-87. ]; Ishino, M. [2018. "Micro-longitudinal Conversation Analysis in Examining co-teachers' Reflection-in-action. " System 78:130-147. ]), the study examines their interactional strategies, focusing on how they negotiate instructional roles, scaffold learning, and develop plurilingual, pluricultural teaching competencies. Findings emphasize the role of embodied instruction and mutual learning in fostering Linguistically Responsive Teaching (LRT; Lucas, T. , and A. M. Villegas. [2010. "A Framework for Preparing Linguistically Responsive Teachers. " In Teacher Preparation for Linguistically Diverse Classrooms: A Resource for Teacher Educators, edited by T. Lucas, 55-72. Routledge. ]). The study highlights how collaborative approaches enhance instructional effectiveness and inclusivity, advocating for co-teaching models in teacher education to better address linguistic and cultural diversity in classrooms, highlighting the benefits of co-teaching with language facilitators.
Ayudas:	Agencia Estatal de Investigación PID2020-115446RJ-I00
Derechos:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Lengua:	Anglès
Documento:	Article ; recerca ; Versió publicada
Materia:	Co-teaching ; Linguistically and culturally sensitive teaching ; Language learners ; Multicultural teacher education ; Preservice teacher education ; Qualitative research ; Diversity
Publicado en:	International Journal of Bilingual Education and Bilingualism, Vol. 28, núm. 10 (2025) , p. 1272-1292, ISSN 1367-0050

DOI: 10.1080/13670050.2025.2529549

22 p, 1.3 MB

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