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Young Migrants and Plurilingualism in Schools
In many parts of the world, there is a growing interest in how existing linguistic knowledge is involved in the acquisition of further languages; in particular how learning the language of schooling can be improved through inclusion of students’ home languages. This theme gathers around it a rich international network of multilingual researchers interested in promoting the benefits of bilingual and plurilingual education, the recognition of linguistic and cultural diversity in schools, and strategies for supporting young migrants to succeed in schools. Young Migrants and Plurilingualism in Schools: A Comparative Study of Language Diversity within Education Systems in France and Aotearoa, New Zealand presents findings from the author’s Ph.D. study carried out during 2017–2019 with young migrants and their teachers in France and New Zealand. These findings provide evidence for plurilingual learning spaces as improving student participation, interaction, sense of wellbeing and social cohesion—all elements of democratic coexistence in culturally and linguistically diverse societies.
Codeswitching Worldwide. II
The series publishes state-of-the-art work on core areas of linguistics across theoretical frameworks as well as studies that provide new insights by building bridges to neighbouring fields such as neuroscience and cognitive science. The series considers itself a forum for cutting-edge research based on solid empirical data on language in its various manifestations, including sign languages. It regards linguistic variation in its synchronic and diachronic dimensions as well as in its social contexts as important sources of insight for a better understanding of the design of linguistic systems and the ecology and evolution of language.
The Changing Face of the “Native Speaker”
The notion of the native speaker and its undertones of ultimate language competence, language ownership and social status has been problematized by various researchers, arguing that the ensuing monolingual norms and assumptions are flawed or inequitable in a global super-diverse world. However, such norms are still ubiquitous in educational, institutional and social settings, in political structures and in research paradigms. This collection offers voices from various contexts and corners of the world and further challenges the native speaker construct adopting poststructuralist and postcolonial perspectives. It includes conceptual, methodological, educational and practice-oriented contribut...
Language and Culture in the Intercultural World
The intensification of contacts between cultures and languages has a major impact on all social spheres today. Multiculturalism and multilingualism are important elements of the local, regional, national and global community. Much of the world’s conflict stems from the contrast between globalization and nationalism, fuelled by religions, racial divisions, traditions and other cultural particularities. Focusing mainly on the situation in Central and South-eastern Europe, this book addresses how cultural identities develop through tourism, education, literature and other social fields, and how language and literature teaching should be planned in this context. It consists of the following sections: Language, Culture and Tourism; Interculturalism, Multilingualism and Approaches to Language Learning; and Culture in Literature and Translation. The volume will be of interest to teachers and researchers of cultural and tourism studies, linguistics and language learning, literary studies and translation, while also addressing wider readers interested in contemporary intercultural society.
Doing Diversity
How teachers and students work together through discourse to construct their understanding of the context they live and work in will influence, in many different ways, the interaction within their classrooms. This book describes an indepth research that used ethnomethodology and conversation analysis to study three different groups of teachers. The study highlights the teachers' perspectives concerning heterogeneity in the classroom, using recordings of discussions concerning cultural and linguistic diversity. Moreover, this research examines the discourse participants' choice in the use (deployment) of categorical descriptions and reveals the speaker as positioned, interested and accountabl...
Multilingualism and Education
For decades, international researchers and educators have sought to understand how to address cultural and linguistic diversity in education. This book offers the keys to doing so: it brings together short biographies of thirty-six scholars, representing a wide range of universities and countries, to allow them to reflect on their own personal life paths, and how their individual life experiences have led to and informed their research. This approach highlights how theories and concepts have evolved in different contexts, while opening up pedagogical possibilities from diverse backgrounds and enriched by the life experiences of leading researchers in the field. Beyond these questions, the book also explores the dynamic relationships between languages, power and identities, as well as how these relationships raise broader societal issues that permeate both global and local language practices. It is essential reading for students, teacher educators, and researchers interested in the impact of multilingualism on education.
A Multilingual Development Framework for Young Learners
This book presents a new extended framework for the study of early multicompetence. It proposes a concept of multilingual competences as a valuable educational target, and a view of the multilingual learner as a competent language user. The thematic focus is on multilingual skill development in primary schoolers in the trilingual province of South Tyrol, northern Italy. A wide range of topics pertaining to multicompetence building and the special affordances of multilingual pedagogy are explored. Key concepts like language proficiency, native-speakerism, or monolingual classroom bias are subjected to critical analysis.
Language Awareness in Multilingual Classrooms in Europe
Within the scope of today’s globalisation, linguistic diversity is a given fact of the world we live in. In several educational contexts in Europe, language awareness (LA) activities have been introduced with the objective to prepare pupils cognitively, socially and/or critically for life as multilingual, open minded and/or empowered citizens in a diverse world. Despite previous research in various contexts, the concept of LA remains problematic: a generally accepted, evidence-based conceptualisation is missing. This confronts both research and education with a challenge: in order to develop LA activities, implement them successfully in educational contexts and achieve the expected outcome...
The Common European Framework of Reference
The Common European Framework of Reference for Languages was published a decade ago and has been influential ever since, not only in its European 'home' but throughout the world. This book traces the processes of the influence by inviting authors from universities and ministries in 11 countries to describe and explain what happened in their case. There are everyday factors of curriculum development – which sometimes include coincidence and happenstance – and there are also traditions of resistance or acceptance of external influences in policy-making. Such factors have always existed in bilateral borrowing from one country to another but the CEFR is a supra-national document accessible through globalised communication. The book is thus not only focused on matters of language education but is also a Comparative Education case-study of policy borrowing under new conditions.
Culturally and Linguistically Diverse Classrooms
The growing cultural, racial and linguistic diversity in schools has changed the face of language teaching in many countries. This book presents theory and research by a group of internationally recognised scholars who address the issues and challenges for teachers and their students in increasingly plurilingual and multicultural classrooms.
