Knowledge ecology for conceptual growth : teachers as active agents in developing a pluriliteracies approach to teaching for learning (PTL)

Coyle, DoHalbach, AnaMeyer, OliverSchuck, Kevin2019-04-102019-04-102018-04Coyle, D, Halbach, A, Meyer, O & Schuck, K 2018, 'Knowledge ecology for conceptual growth : teachers as active agents in developing a pluriliteracies approach to teaching for learning (PTL)', International Journal of Bilingual Education and Bilingualism, vol. 21, no. 3, pp. 349-365. https://doi.org/10.1080/13670050.2017.13875161367-0050http://hdl.handle.net/2164/12156This work was supported by European Centre for Modern Languages from the Council of Europe (ECML): [grant number 2012–2015 Programme: Pluriliteracies Teaching for].17634856engpluriliteracies teaching for learning (PTL)teacher theories of practicecontent and language integrated learning (CLIL) dynamic growth cycleecological co-constructed knowledge building for educator learningL EducationLKnowledge ecology for conceptual growth : teachers as active agents in developing a pluriliteracies approach to teaching for learning (PTL)Journal article10.1080/13670050.2017.1387516213