{"id":71328,"date":"2024-12-19T16:41:02","date_gmt":"2024-12-19T16:41:02","guid":{"rendered":"https:\/\/blogs.ua.pt\/cidtff\/?p=71328"},"modified":"2024-12-19T16:41:02","modified_gmt":"2024-12-19T16:41:02","slug":"capitulo-nurturing-childrens-global-citizenship-through-multilingual-pedagogies","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=71328","title":{"rendered":"Cap\u00edtulo | Nurturing Children\u2019s Global Citizenship through Multilingual Pedagogies"},"content":{"rendered":"
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M\u00f3nica Louren\u00e7o (CIDTFF) | Multilingual Pedagogies for Early Years: Theoretical Insights and Innovative Approaches<\/em>, pp. 37-56<\/strong><\/p>\n\n\n\n

Introduction<\/h5>\n\n\n\n

In the past two decades, global citizenship education (GCE) has gained increasing attention from international organisations, researchers, and practitioners worldwide, given its potential to help learners reflect upon the world, as well as respond to its challenges (Tarozzi & Torres, 2016; UNESCO, 2015). Existing research underlines the relevance of nurturing global citizenship in early childhood to promote children\u2019s empathy, respect, and appreciation for diverse cultures, as well as to develop a sense of shared responsibility for the well- being of others (Hancock, 2022; Silva & Louren\u00e7o, 2023; Twigg et al., 2015). Nonetheless, for many early years\u2019 educators, GCE remains an obscure and theoretical construct, revolving around complex and sensitive themes that are difficult to grasp by young children (Louren\u00e7o, forthcoming).<\/p>\n\n\n\n

Considering this context, this chapter aims to demonstrate how awakening to languages (AtL), a multilingual approach with a long tradition in Europe and abroad (Candelier & Kervran, 2018; Coelho & Ortega, 2020), fits exceptionally well as a pedagogy for global citizenship in early childhood. To develop this argument, the chapter starts with an overview of GCE and AtL in early childhood education. Then, drawing on recent research, concrete examples from practice are presented, which show the contributions of AtL in promoting children\u2019s cognitive, socio-emotional, and behavioural skills as global citizens. The chapter ends with recommendations for teachers, teacher educators, and policymakers concerning the integration of multilingual pedagogies for global citizenship in curricula and schools.<\/p>\n\n\n\n

– – – – –<\/p>\n\n\n\n

Refer\u00eancia:
<\/strong>Louren\u00e7o, M. (2024). Nurturing Children\u2019s Global Citizenship through Multilingual Pedagogies. In N. Mart\u00ednez-Le\u00f3n, A. And\u00fagar, & B. Cortina-P\u00e9rez (Eds.), Multilingual Pedagogies for the Early Years<\/em> (pp. 37-56). Peter Lang. https:\/\/www.peterlang.com\/document\/1519492<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

M\u00f3nica Louren\u00e7o (CIDTFF) | Multilingual Pedagogies for Early Years: Theoretical Insights and Innovative Approaches, pp. 37-56 Introduction In the past two decades, global citizenship education (GCE) has gained increasing attention from international organisations, researchers, and practitioners worldwide, given its potential to help learners reflect upon the world, as well as respond to its challenges (Tarozzi […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[14,35,5],"tags":[],"class_list":["post-71328","post","type-post","status-publish","format-standard","hentry","category-destaques","category-livros-capitulos","category-publicacoes"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t