TY - JOUR
T1 - Policies and pedagogies for students of diverse backgrounds
AU - Diallo, Ibrahima
AU - Maizonniaux, Christele
PY - 2016/9/1
Y1 - 2016/9/1
N2 - Large-scale mobility and global exchanges have made classrooms more diverse than ever before. However, despite solid evidence that advocate and support teaching and pedagogy for students of diverse backgrounds, there are still high pedagogical expectations that learners from diverse backgrounds to adapt and perform in classroom activities that replicate mainstream educational and pedagogical cultures. This contribution discusses the challenges in teaching complex classrooms and calls for clearly articulated policy pedagogies for students of diverse backgrounds based on the contributions in this volume.
AB - Large-scale mobility and global exchanges have made classrooms more diverse than ever before. However, despite solid evidence that advocate and support teaching and pedagogy for students of diverse backgrounds, there are still high pedagogical expectations that learners from diverse backgrounds to adapt and perform in classroom activities that replicate mainstream educational and pedagogical cultures. This contribution discusses the challenges in teaching complex classrooms and calls for clearly articulated policy pedagogies for students of diverse backgrounds based on the contributions in this volume.
KW - challenges
KW - Culturally and linguistically diverse
KW - diversity
KW - pedagogies
KW - policies
KW - students of diverse backgrounds
UR - http://www.tandfonline.com/doi/full/10.1080/22040552.2016.1279526
UR - http://www.scopus.com/inward/record.url?scp=85013026889&partnerID=8YFLogxK
U2 - 10.1080/22040552.2016.1279526
DO - 10.1080/22040552.2016.1279526
M3 - Article
SN - 1833-4105
VL - 11
SP - 201
EP - 210
JO - International Journal of Pedagogies and Learning
JF - International Journal of Pedagogies and Learning
IS - 3
ER -