Didáctica de segundas lenguas y lenguas extranjeras en Educación Infantil y Primaria recoge los conocimientos básicos sobre enseñanza de lenguas, haciendo una revisión de las principales teorías sobre su adquisición y aprendizaje, de los métodos didácticos más habituales en el aula y de la gestión de esta última. El objetivo es dar una visión global de la enseñanza y el aprendizaje de segundas lenguas y lenguas extranjeras y facilitar a los maestros, tanto potenciales como en activo, diferentes métodos de enseñanza, herramientas para gestionar su aula, estrategias para enseñar las distintas destrezas y consejos para identificar las necesidades de su alumnado y, de esta forma, aplicar la metodología más adecuada. El volumen está estructurado en cinco partes: 1. Fundamentos teóricos: sintetiza las teorías principales sobre adquisición y aprendizaje de lenguas y los métodos de enseñanza más empleados a lo largo de la historia. 2. Enfoques didácticos: se amplían los métodos más actuales. 3. Necesidades del alumnado, gestión del aula y evaluación. 4. Destrezas y competencias: cómo enseñar las destrezas y competencias necesarias para comunicarse en una segunda lengua o lengua extranjera. 5. Recursos y planificación de sesiones.

In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds. The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by "bilingualism," "bilingual education," and "co-enrollment programming," examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves.

Implementing bilingual and plurilingual education programs has ushered in a transformative era for educators worldwide. These programs have redefined teaching practices and thrust diversity into the spotlight as a central concern. During this paradigm shift, the need to cater to diverse students has become paramount, particularly in monolingual European contexts where bilingual and plurilingual instruction is often perceived as a formidable challenge, especially for learners with special needs. Inclusive Education in Bilingual and Plurilingual Programs assembles a compendium of international theoretical and practical contributions, shedding light on the intricate interplay between diversity and bilingual or plurilingual education. This book delves into the multifaceted realm of attention to diversity in education, where the focus is on tailoring teaching methods to the specific needs of students, encompassing differences in abilities, learning paces, and styles, which empowers students to acquire essential competencies and attain educational objectives at each stage of their academic journey. Secondly, it traverses the landscape of bilingual and plurilingual education, which has emerged in response to the societal, employment, and economic demands for language proficiency beyond one's mother tongue. This book is essential reading for many educational stakeholders engaged in bilingual or plurilingual education. Teachers at every educational level, along with teacher trainers at tertiary institutions, will find valuable insights for tailoring their pedagogical approaches to the unique needs of their students.

Teaching is a demanding profession as there is constant fluctuation and evolution. A portion of teaching is the ability to be able to adapt to various environments, especially shifting from in-person instruction to online practices. Over the last few years, early childhood and elementary school classrooms have been thrust into hybrid and remote learning environments, and it is vital that educators and institutions adapt to new practices and create various outlets for teachers to be able to more adequately reach their young audience. The Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms is a critical resource to assist teachers as they develop online teaching practices and work to cater to young students so that they can receive the strongest benefits from their education. Through coverage of topics such as hybrid learning and parental involvement, paired with sample lesson plans, course formats, concepts, ideas, and additional components to further the body of research pertaining to remote learning, this book is tremendously beneficial to administrators, researchers, academicians, practitioners, instructors, and students.

This volume focuses on research in education in the Basque Country where Basque, a minority language, is used as the language of instruction. It focuses on academic and linguistic results and the challenges the Basque educational system is currently facing. This volume can be useful for other bilingual and multilingual contexts involving different language combinations.