With contributions from leading scholars all around the world, this volume underlines the ever-pressing need for new language in education policies to include all learners’ voices in the multilingual classroom and to empower teachers to develop responsive and transformative pedagogies. Using testimonies, narratives and examples from different international contexts, this book points clearly to what can be achieved practically in the multilingual classroom so that multilingual learners’ voices are legitimated, while also addressing the complex inter-relating sociolinguistic issues around the promotion of bilingualism and multilingualism in education.
Tabela de Conteúdo
PART 1. THE ECOLOGY OF THE MULTILINGUAL CLASSROOM: FROM COMPLEXITY TO PEDAGOGY
1A Perspectives on the learners
Angela Creese and Adrian Blackledge: Ideologies and Interactions in Multilingual Education: What can an Ecological Approach Tell us about Bilingual Pedagogy?
Carola Mick: Heteroglossia in a Multilingual Learning Space: Approaching Language beyond “Lingualisms”
Christine Hélot: Children’s Literature in the Multilingual Classroom: Developing multilingual literacy acquisition
Anne Marie De Mejía: Multilingualism and Pedagogical Practices in Colombia’s Caribbean Archipelago
1B: Perspectives on the teachers
Kate Menken, Alexander Funk and Tatyana Kleyn: Teachers at the Epicenter: Engagement and Resistance in a Biliteracy Program for “Long-Term English Language Learners” in the U.S.
Bernadette O’ Rourke: Negotiating Multilingualism in an Irish Primary School Context Pierrot Ngomo: Exploring New Pedagogical Approaches in the Context of Multilingual Cameroon
PART II: DECONSTRUCTING THE MYTH OF MONOLINGUALISM Perspectives on Identities, Ideologies and Politics
Ute Walker : Linguistic Diversity as a Bridge to Adjustment: Making the Case for Bi/multilingualism as a Settlement Outcome in New Zealand
Michael Clyne: Three is too many in Australia: Questioning the Monolingual Mindset
Zvi Bekerman: Integrated Bilingual Education: Ethnographic Case Studies from the Palestinian-Jewish ‘Front’
Sobre o autor
Muiris Ó Laoire is Professor in the School of Health and Social Sciences at Munster Technological University, Ireland. He is author of several articles, chapters and books on language revitalisation, language teaching, language policy and multilingualism. He is currently providing professional development in content and language integrated learning (CLIL) to the Department (Ministry) of Education and to the European Schools Inspectorate. He was on the organising committee of the first international conference on immersion education in Ireland in 2015 and co-edited the conference proceedings with T.J. Ó Ceallaigh in 2015 and 2021.
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