Synopses & Reviews
Synopsis
This book highlights the need to develop new educational perspectives in which multilingualism is valorised and strategically used in settings and contexts of instruction and learning. Situated in the current educational debate about multilingualism and ethno-linguistic minorities, chapter authors examine the polarised response to heightened linguistic diversity and how the debate is very much premised on binary views of monolingualism and multi- or bilingualism. Contributors argue that the diverse linguistic backgrounds of immigrant and minority students should be considered an asset, instead of being regarded as a barrier to teaching and learning. From its title through to its conclusion, this book underlines the current perspective of multilingualism as possessing cutting edge potential for transforming diverse classroom into more inhabitable, more equitable and more efficiently organised spaces for learning. This book will be of interest to scholars and researchers in educational linguistics, applied linguistics, sociolinguistics, anthropological linguistics, pedagogics, educational studies, and educational anthropology.
Synopsis
Introduction: The Multilingual Edge of Education
Piet Van Avermaet, Stef Slembrouck, Koen Van Gorp, Sven
Sierens, and Katrijn Maryns
Part I Multilingualism in Education in a Context of
Globalisation: A Status Quaestionis
Strategies of Multilingualism in Education for Minority
Children
Stef Slembrouck, Piet Van Avermaet, and Koen Van Gorp
Disrupting Linguistic Inequalities in US Urban Classrooms:
The Role of Translanguaging
Ofelia Garc a, Kate Seltzer, and Daria Witt
Urban Multilingualism and Educational Achievement:
Identifying and Implementing Evidence-Based Strategies for
School Improvement
Jim Cummins
Part II Linguistic Diversity in the Home Context and the
Normative Discourses of Educational Institutions
Teaching in Two Languages: The Pedagogical Value of Code-
Switching in Multilingual Classroom Settings
Sithembele Marawu
Multilingualism and Translanguaging as a Resource for
Teaching and Learning in French Guiana
Sophie Alby and Isabelle L glise
Migration and Plurilingualism in Southern European Homes
and Schools
Stefania Scaglione and Sandro Caruana
Translanguaging: A Matter of Sociolinguistics, Pedagogics
and Interaction?
Stef Slembrouck and Kirsten Rosiers
Part III Perception, Experiential Voice and Narrative in
Accounts of Multilingualism
Double-Edged Valorizations of Urban Heteroglossia
J rgen Jaspers
From the Margins to the Centre: Multilingual Teachers
in a Monolingual System: Professional Identities, Skills
and Knowledge
Jean Conteh
Children's Bilingualism: An Inspiration for Multilingual
Educational Practices
Anastasia Gkaintartzi, Roula Tsokalidou, Evi Kompiadou, and
Evi Markou
Teaching African Languages the Ubuntu Way: The Effects
of Translanguaging Among Pre-Service Teachers in South
Africa
Leketi Makalela
Part IV The Added Value of Plurilingual Repertoires
Breaking Out of L2-Exclusive Pedagogies: Teachers
Valorizing Immigrant Pupils' Multilingual Repertoire in
Urban Dutch-Medium Classrooms
Sven Sierens and Griet Ramaut
Translanguaging as a Key to Educational Success: The
Experience of One Irish Primary School
David Little and D irdre Kirwan
Conclusion: Multilingualism, Diversity and Equitable
Learning: Towards Crossing the 'Abyss'
Kathleen Heugh
Index