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Teacher and Learner Language Use

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Multilingual Approach to Diversity in Education (MADE)

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Abstract

The chapter introduces the last indicator of the model: Teacher and Learner Language Use. It explains why it is important for teachers to adjust teacher talk for the proficiency levels of the learners, provide clear explanations of classroom activities, model multilingual language practices (e.g., translanguaging), and employ a variety of techniques to explain new concepts. It also justifies the importance of engaging learners’ full linguistic repertoires in oral and written communication and of giving learners opportunities to clarify concepts in their home languages or other languages they know.

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Authors and Affiliations

  1. Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway

    Anna Krulatz

  2. Department of Linguistics, University of Utah, Salt Lake City, UT, USA

    MaryAnn Christison

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  1. Anna Krulatz
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Correspondence to Anna Krulatz .

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Krulatz, A., Christison, M. (2023). Teacher and Learner Language Use. In: Multilingual Approach to Diversity in Education (MADE). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-17335-6_9

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  • DOI: https://doi.org/10.1007/978-3-031-17335-6_9

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