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.
Christine Helot is a professor of English and teacher educator at the University of Strasbourg in France. She holds a PhD in Applied Linguistics from Trinity College (Dublin). She has published several books and numerous articles both in French and English on bilingualism and bilingual education, language education policies, language awareness and intercultural education. Muiris O Laoire is a Senior Lecturer at the Institute of Technology, Tralee, Ireland. A graduate of the National University of Ireland, he is author of books, textbooks and several articles and chapters on multilingualism, bilingualism language policy and pedagogy.
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 Helot: Children's Literature in the Multilingual Classroom: Developing multilingual literacy acquisition Anne Marie De Mejia: 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'