Learning from creative bilingual classrooms

Jones, Susan; Hood, Philip

Abstract

This chapter explores what the concept might mean for language learning. It seeks to encourage transfer from the context of the positive multilingual primary classroom to the teaching and learning of foreign languages. Teaching and learning in creative bilingual classrooms is responsive and dialogic. Language is recognised as an asset and opportunities are sought for knowledge to be collaboratively generated and experiences to be shared. The chapter addresses some issues arising from the final bullet point first: there is clearly a need for online resources which are freely accessible and which will build confidence. People must decide themselves how they relate to free language learning apps such as Duolingo or subscription resources such as Babbel. The overall routines and rules for 'co-existence' in a setting are of course never absent and through this overall guiding structure children learn how to live together in a mini-society morally and collaboratively, and how to gain agency and independence within such a framework.

Citation

Jones, S., & Hood, P. (2019). Learning from creative bilingual classrooms. In P. Hood (Ed.), Teaching Languages Creatively. Routledge. https://doi.org/10.4324/9781315516332-2

• Online Publication Date: Oct 15, 2018
• Publication Date: 2019
• Deposit Date: Aug 23, 2024
• Book Title: Teaching Languages Creatively
• Chapter Number: 2
• ISBN: 9781138699656
• DOI: https://doi.org/10.4324/9781315516332-2
• Public URL: https://nottingham-repository.worktribe.com/output/3487110
• Publisher URL: https://www.taylorfrancis.com/chapters/edit/10.4324/9781315516332-2/learning-creative-bilingual-classrooms-susan-jones-philip-hood