Stephen May is Professor of Education in Te Puna Wananga, and Deputy Dean Research in the Faculty of Education, University of Auckland, New Zealand. He is editor of the interdisciplinary journal, Ethnicities and Associate Editor of the journal Language Policy.

“This important contribution to educational linguistics… adds a much-needed social perspective to the theory of SLA, English language teaching, and bilingual education. It takes a useful and needed step in moving beyond the monolingual and psycholinguistic biases of researchers in SLA and TESOL.”Bernard Spolsky, Bar-Ilan University, Israel"Boundary-breaking, with wonderful width as well as originality, this book is at the cutting edge. The star-studded list of chapter authors are THE experts in their fields of study.”Colin Baker, Bangor University, UK“The critical approach to SLA, TESOL, bi- and multilingual education raises much needed questions about the usefulness of subject-bounded approaches to second language teaching. The case for multidisciplinary frameworks is well-made.”Naz Rassool, The University of Reading, UK

• Introducing the “Multilingual Turn” Ch. 1. Disciplinary Divides, Knowledge Construction, and the Multilingual Turn Ch. 2. Ways Forward for a Bi/multilingual Turn in SLA Ch. 3. Moving beyond “lingualism”: Multilingual embodiment and multimodality in SLA Ch. 4. Theorizing a Competence for Translingual Practice at the Contact Zone Ch. 5. Identity, Literacy and the Multilingual Classroo Ch. 6. Communication and Participatory Involvement in Linguistically Diverse Classrooms Ch. 7. Multilingualism and Common Core State Standards in the US Ch. 8. Who’s teaching whom? Co-learning in multilingual classrooms Ch. 9. Beyond Multilingualism: Heteroglossia in Practice

Stephen May is Professor of Education in Te Puna Wananga, and Deputy Dean Research in the Faculty of Education, University of Auckland, New Zealand. He is editor of the interdisciplinary journal, Ethnicities and Associate Editor of the journal Language Policy.

“This important contribution to educational linguistics… adds a much-needed social perspective to the theory of SLA, English language teaching, and bilingual education. It takes a useful and needed step in moving beyond the monolingual and psycholinguistic biases of researchers in SLA and TESOL.”Bernard Spolsky, Bar-Ilan University, Israel"Boundary-breaking, with wonderful width as well as originality, this book is at the cutting edge. The star-studded list of chapter authors are THE experts in their fields of study.”Colin Baker, Bangor University, UK“The critical approach to SLA, TESOL, bi- and multilingual education raises much needed questions about the usefulness of subject-bounded approaches to second language teaching. The case for multidisciplinary frameworks is well-made.”Naz Rassool, The University of Reading, UK

• Introducing the “Multilingual Turn” Ch. 1. Disciplinary Divides, Knowledge Construction, and the Multilingual Turn Ch. 2. Ways Forward for a Bi/multilingual Turn in SLA Ch. 3. Moving beyond “lingualism”: Multilingual embodiment and multimodality in SLA Ch. 4. Theorizing a Competence for Translingual Practice at the Contact Zone Ch. 5. Identity, Literacy and the Multilingual Classroo Ch. 6. Communication and Participatory Involvement in Linguistically Diverse Classrooms Ch. 7. Multilingualism and Common Core State Standards in the US Ch. 8. Who’s teaching whom? Co-learning in multilingual classrooms Ch. 9. Beyond Multilingualism: Heteroglossia in Practice

Stephen May is Professor of Education in Te Puna Wananga, and Deputy Dean Research in the Faculty of Education, University of Auckland, New Zealand. He is editor of the interdisciplinary journal, Ethnicities and Associate Editor of the journal Language Policy.

“This important contribution to educational linguistics… adds a much-needed social perspective to the theory of SLA, English language teaching, and bilingual education. It takes a useful and needed step in moving beyond the monolingual and psycholinguistic biases of researchers in SLA and TESOL.”Bernard Spolsky, Bar-Ilan University, Israel"Boundary-breaking, with wonderful width as well as originality, this book is at the cutting edge. The star-studded list of chapter authors are THE experts in their fields of study.”Colin Baker, Bangor University, UK“The critical approach to SLA, TESOL, bi- and multilingual education raises much needed questions about the usefulness of subject-bounded approaches to second language teaching. The case for multidisciplinary frameworks is well-made.”Naz Rassool, The University of Reading, UK

• Introducing the “Multilingual Turn” Ch. 1. Disciplinary Divides, Knowledge Construction, and the Multilingual Turn Ch. 2. Ways Forward for a Bi/multilingual Turn in SLA Ch. 3. Moving beyond “lingualism”: Multilingual embodiment and multimodality in SLA Ch. 4. Theorizing a Competence for Translingual Practice at the Contact Zone Ch. 5. Identity, Literacy and the Multilingual Classroo Ch. 6. Communication and Participatory Involvement in Linguistically Diverse Classrooms Ch. 7. Multilingualism and Common Core State Standards in the US Ch. 8. Who’s teaching whom? Co-learning in multilingual classrooms Ch. 9. Beyond Multilingualism: Heteroglossia in Practice