Developments in the Multilingual and Multicultural Learning Space

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Standard

Developments in the Multilingual and Multicultural Learning Space. / Lauridsen, Karen M.; Cozart, Stacey Marie; Kling, Joyce; Pageze, Joanne .

2018. Abstract fra International Perspectives on University Teaching and Learning, Orlando, USA.

Publikation: KonferencebidragKonferenceabstrakt til konferenceForskningpeer review

Harvard

Lauridsen, KM, Cozart, SM, Kling, J & Pageze, J 2018, 'Developments in the Multilingual and Multicultural Learning Space' International Perspectives on University Teaching and Learning, Orlando, USA, 30/05/2018 - 01/06/2018, .

APA

Lauridsen, K. M., Cozart, S. M., Kling, J., & Pageze, J. (2018). Developments in the Multilingual and Multicultural Learning Space. Abstract fra International Perspectives on University Teaching and Learning, Orlando, USA.

CBE

Lauridsen KM, Cozart SM, Kling J, Pageze J. 2018. Developments in the Multilingual and Multicultural Learning Space. Abstract fra International Perspectives on University Teaching and Learning, Orlando, USA.

MLA

Vancouver

Lauridsen KM, Cozart SM, Kling J, Pageze J. Developments in the Multilingual and Multicultural Learning Space. 2018. Abstract fra International Perspectives on University Teaching and Learning, Orlando, USA.

Author

Lauridsen, Karen M. ; Cozart, Stacey Marie ; Kling, Joyce ; Pageze, Joanne . / Developments in the Multilingual and Multicultural Learning Space. Abstract fra International Perspectives on University Teaching and Learning, Orlando, USA.

Bibtex

@conference{025b76285bc543e7ba6bded082a9629a,
title = "Developments in the Multilingual and Multicultural Learning Space",
abstract = "Internationalization of higher education, and the often accompanying shift from what previously were relatively homogenous national student populations, to more blended, culturally and linguistically heterogeneous group of students, impacts teaching and learning in a number of ways. The IntlUni project (2012-15) recommends that higher education institutions (HEI) provide ‘the necessary professional development and teacher training programmes that will allow HE teachers to appropriately develop (…) their professional and pedagogical knowledge, skills and competences and thereby empower them to ensure the quality of their teaching – and their students’ learning – in the multilingual and multicultural learning space’ (www.intluni.eu; Carroll 2015; Leask 2015). For many universities and other HEIs around the world, the multilingual and multicultural classroom is the new – or no longer quite so new – normal; faculty who have been accustomed to teaching more homogenous student cohorts, may find that this development presents opportunities, but also some challenges. Likewise, educational developers (EDs) may find themselves poorly equipped to support the development of an internationalized curriculum and the teaching of heterogeneous student groups. To address this need for further training among EDs, the EQUiiP project (Educational Quality at University for inclusive international Programmes; an Erasmus+ project involving universities in six European countries 2016-19) is developing an online platform with resources targeted at EDs responsible for advancing faculty development in this area.In this session, the presenters will report on the first outcomes of EQUiiP. Participants will then be invited to interact and explore best practices in the multilingual and multicultural learning space, and to take time to reflect on the key implications for teaching and learning in HEI.",
keywords = "international perspectives, yteaching 6 learning, multilingual, multicultural",
author = "Lauridsen, {Karen M.} and Cozart, {Stacey Marie} and Joyce Kling and Joanne Pageze",
year = "2018",
month = "5",
day = "31",
language = "English",
note = "null ; Conference date: 30-05-2018 Through 01-06-2018",
url = "http://www.auburn.edu/academic/international/its/",

}

RIS

TY - ABST

T1 - Developments in the Multilingual and Multicultural Learning Space

AU - Lauridsen, Karen M.

AU - Cozart, Stacey Marie

AU - Kling, Joyce

AU - Pageze, Joanne

PY - 2018/5/31

Y1 - 2018/5/31

N2 - Internationalization of higher education, and the often accompanying shift from what previously were relatively homogenous national student populations, to more blended, culturally and linguistically heterogeneous group of students, impacts teaching and learning in a number of ways. The IntlUni project (2012-15) recommends that higher education institutions (HEI) provide ‘the necessary professional development and teacher training programmes that will allow HE teachers to appropriately develop (…) their professional and pedagogical knowledge, skills and competences and thereby empower them to ensure the quality of their teaching – and their students’ learning – in the multilingual and multicultural learning space’ (www.intluni.eu; Carroll 2015; Leask 2015). For many universities and other HEIs around the world, the multilingual and multicultural classroom is the new – or no longer quite so new – normal; faculty who have been accustomed to teaching more homogenous student cohorts, may find that this development presents opportunities, but also some challenges. Likewise, educational developers (EDs) may find themselves poorly equipped to support the development of an internationalized curriculum and the teaching of heterogeneous student groups. To address this need for further training among EDs, the EQUiiP project (Educational Quality at University for inclusive international Programmes; an Erasmus+ project involving universities in six European countries 2016-19) is developing an online platform with resources targeted at EDs responsible for advancing faculty development in this area.In this session, the presenters will report on the first outcomes of EQUiiP. Participants will then be invited to interact and explore best practices in the multilingual and multicultural learning space, and to take time to reflect on the key implications for teaching and learning in HEI.

AB - Internationalization of higher education, and the often accompanying shift from what previously were relatively homogenous national student populations, to more blended, culturally and linguistically heterogeneous group of students, impacts teaching and learning in a number of ways. The IntlUni project (2012-15) recommends that higher education institutions (HEI) provide ‘the necessary professional development and teacher training programmes that will allow HE teachers to appropriately develop (…) their professional and pedagogical knowledge, skills and competences and thereby empower them to ensure the quality of their teaching – and their students’ learning – in the multilingual and multicultural learning space’ (www.intluni.eu; Carroll 2015; Leask 2015). For many universities and other HEIs around the world, the multilingual and multicultural classroom is the new – or no longer quite so new – normal; faculty who have been accustomed to teaching more homogenous student cohorts, may find that this development presents opportunities, but also some challenges. Likewise, educational developers (EDs) may find themselves poorly equipped to support the development of an internationalized curriculum and the teaching of heterogeneous student groups. To address this need for further training among EDs, the EQUiiP project (Educational Quality at University for inclusive international Programmes; an Erasmus+ project involving universities in six European countries 2016-19) is developing an online platform with resources targeted at EDs responsible for advancing faculty development in this area.In this session, the presenters will report on the first outcomes of EQUiiP. Participants will then be invited to interact and explore best practices in the multilingual and multicultural learning space, and to take time to reflect on the key implications for teaching and learning in HEI.

KW - international perspectives, yteaching 6 learning, multilingual, multicultural

M3 - Conference abstract for conference

ER -