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    Blocs modulaires pour une formation enseignante sensible à la dimension linguistique
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    Pre-service and in-service teacher education

Building blocks for planning language-sensitive teacher education

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To what extent is language-sensitive teaching addressed in your context?

Figure 2 is a mind map of some areas of language-sensitive teaching that could be addressed in pre-service and in-service teacher education. How important are they in your context? Which other aspects of language-sensitive education are important in your context?

Figure 2: Mind map of some areas of language-sensitive education 

Which of the main areas (in rectangles) of language-sensitive education in the figure above do you consider most important for (future) teachers of all subjects and their learners in the context where you work?
Are these main areas and their sub-areas (ovals) addressed in teacher education courses and/or teaching practice? Are any other main areas also important for your context of teacher education?
There are question marks (?) in the mind map. What other aspects of language-sensitive teaching can you think of that are important for your context but not included in the mind map? 
How could language-sensitive education be given more attention in your context, for example in teacher education and in the mentoring of teachers? 
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