Piotr Romanowski is Professor at the Faculty of Applied Linguistics, the University of Warsaw where he coordinates a new Master's programme in Applied Multilingual and Multicultural Studies. His most recent publications include Family Language Policy in the Polish Diaspora (Routledge, 2021) and Polish as a Heritage Language around the World (with Anna Seretny, Routledge 2024). He is chief editor of Journal of Multilingual Theories and Practices and the book series Language Learning and Multilingualism.

• Prologue; Part I. Introduction: 1. Conceptualising different approaches to multilingual education; 2. Translanguaging language education: language teaching and learning as cultural translation, co-learning, and transpositioning; 3. Problematising the key issues in policy and implementation of multilingual programmes; 4. Multilingual or plurilingual education: on conceptual controversies; 5. Characterising minority and heritage language education; 6. Transition from secondary CLIL to tertiary EMI: theories and realities; 7. The application of DMM to multilingual education; 8. Second language learning in multilingual education: a means to an end?; Part II. Content and Language Integrated Learning: Showcasing Europe and Beyond: 9. Enhancing language awareness through CLIL; 10. Reinterpreting CLIL in 'Monolingual' Japan: can a PASTeL approach meet the needs?; 11. CLIL-related benefits for general EFL proficiency; 12. Positioning CLIL in the polish context; 13. Discourse in CLIL; 14. Preparing Teachers for CLIL; 15. CLIL: a state-of-the-art approach in Brazil; 16. Looking back to move ahead: lessons learned and ways forward in CLIL programmes; Part III. Teaching Academic Subjects through English Medium Instruction: 17. Researching english medium instruction in Asian higher education; 18. EMI: English Medium Internationalisation in Asian higher education; 19. Problematising English Medium Education (EME) in Eurasia; 20. EMI culture in Korean higher education; 21. Language education through EMI in Switzerland; 22. EMI and Arabic in the UAE; Part IV. Dual Language Learning, Immersion Programmes, and Learner Agency: 23. Dual language education in the USA; 24. Dual language instruction in Africa; 25. Helping learners to use all their languages to learn subjects in school; 26. Child's language-based agency in early language education; 27. CLIL, immersion, and bilingual education programmes in Australia; Part V. Heritage Language Education: 28. Japanese heritage language education in dispersed diaspora communities; 29. Approaches to heritage language education in Australia; 30. Heritage language policies in New Zealand; 31. Polish heritage language users in expected and unexpected places; 32. Heritage language education in diasporic communities: a focus on Chinese speakers; 33. Bilingual education for majority and minoritised language speakers in Latin America; 34. Japanese as a heritage language in the United States: issues and future agenda; Part VI. Minority Language Education: 35. Trilingual education in the Basque Country; 36. The revival of Kashubian in Poland: language status, use, and education; 37. Models of provision in Irish medium schools; 38. Beyond English medium orientations: accommodating indigenous South African languages in multilingual classrooms; 39. Non-dominant languages in Southeast Asian education; 40. Mother tongue education in Africa: an example of Zimbabwe; 41. Quechua Innovation and Teaching Initiative (QINTI): contributing to the landscape of Quechua L2 instruction; Part VII. A Critical Look at Multilingual Pedagogies: 42. Pedagogical codeswitching and translanguaging research in multilingual settings; 43. Translanguaging pedagogy in the Canadian context: bilingual departure for multi/plurilingual evolution; 44. Aliens or allies? Teaching english and intercomprehension between Romance languages; 45. Is the transformative claim about translanguaging too powerful? Or not powerful enough?; 46. Translanguaging in Chinese university classrooms; 47. Codeswitching, translanguaging, and linguistic theory; 48. Translanguaging in written practices of Japanese students in tertiary education; Index.

Piotr Romanowski is Professor at the Faculty of Applied Linguistics, the University of Warsaw where he coordinates a new Master's programme in Applied Multilingual and Multicultural Studies. His most recent publications include Family Language Policy in the Polish Diaspora (Routledge, 2021) and Polish as a Heritage Language around the World (with Anna Seretny, Routledge 2024). He is chief editor of Journal of Multilingual Theories and Practices and the book series Language Learning and Multilingualism.

• Prologue; Part I. Introduction: 1. Conceptualising different approaches to multilingual education; 2. Translanguaging language education: language teaching and learning as cultural translation, co-learning, and transpositioning; 3. Problematising the key issues in policy and implementation of multilingual programmes; 4. Multilingual or plurilingual education: on conceptual controversies; 5. Characterising minority and heritage language education; 6. Transition from secondary CLIL to tertiary EMI: theories and realities; 7. The application of DMM to multilingual education; 8. Second language learning in multilingual education: a means to an end?; Part II. Content and Language Integrated Learning: Showcasing Europe and Beyond: 9. Enhancing language awareness through CLIL; 10. Reinterpreting CLIL in 'Monolingual' Japan: can a PASTeL approach meet the needs?; 11. CLIL-related benefits for general EFL proficiency; 12. Positioning CLIL in the polish context; 13. Discourse in CLIL; 14. Preparing Teachers for CLIL; 15. CLIL: a state-of-the-art approach in Brazil; 16. Looking back to move ahead: lessons learned and ways forward in CLIL programmes; Part III. Teaching Academic Subjects through English Medium Instruction: 17. Researching english medium instruction in Asian higher education; 18. EMI: English Medium Internationalisation in Asian higher education; 19. Problematising English Medium Education (EME) in Eurasia; 20. EMI culture in Korean higher education; 21. Language education through EMI in Switzerland; 22. EMI and Arabic in the UAE; Part IV. Dual Language Learning, Immersion Programmes, and Learner Agency: 23. Dual language education in the USA; 24. Dual language instruction in Africa; 25. Helping learners to use all their languages to learn subjects in school; 26. Child's language-based agency in early language education; 27. CLIL, immersion, and bilingual education programmes in Australia; Part V. Heritage Language Education: 28. Japanese heritage language education in dispersed diaspora communities; 29. Approaches to heritage language education in Australia; 30. Heritage language policies in New Zealand; 31. Polish heritage language users in expected and unexpected places; 32. Heritage language education in diasporic communities: a focus on Chinese speakers; 33. Bilingual education for majority and minoritised language speakers in Latin America; 34. Japanese as a heritage language in the United States: issues and future agenda; Part VI. Minority Language Education: 35. Trilingual education in the Basque Country; 36. The revival of Kashubian in Poland: language status, use, and education; 37. Models of provision in Irish medium schools; 38. Beyond English medium orientations: accommodating indigenous South African languages in multilingual classrooms; 39. Non-dominant languages in Southeast Asian education; 40. Mother tongue education in Africa: an example of Zimbabwe; 41. Quechua Innovation and Teaching Initiative (QINTI): contributing to the landscape of Quechua L2 instruction; Part VII. A Critical Look at Multilingual Pedagogies: 42. Pedagogical codeswitching and translanguaging research in multilingual settings; 43. Translanguaging pedagogy in the Canadian context: bilingual departure for multi/plurilingual evolution; 44. Aliens or allies? Teaching english and intercomprehension between Romance languages; 45. Is the transformative claim about translanguaging too powerful? Or not powerful enough?; 46. Translanguaging in Chinese university classrooms; 47. Codeswitching, translanguaging, and linguistic theory; 48. Translanguaging in written practices of Japanese students in tertiary education; Index.

Piotr Romanowski is Professor at the Faculty of Applied Linguistics, the University of Warsaw where he coordinates a new Master's programme in Applied Multilingual and Multicultural Studies. His most recent publications include Family Language Policy in the Polish Diaspora (Routledge, 2021) and Polish as a Heritage Language around the World (with Anna Seretny, Routledge 2024). He is chief editor of Journal of Multilingual Theories and Practices and the book series Language Learning and Multilingualism.

• Prologue; Part I. Introduction: 1. Conceptualising different approaches to multilingual education; 2. Translanguaging language education: language teaching and learning as cultural translation, co-learning, and transpositioning; 3. Problematising the key issues in policy and implementation of multilingual programmes; 4. Multilingual or plurilingual education: on conceptual controversies; 5. Characterising minority and heritage language education; 6. Transition from secondary CLIL to tertiary EMI: theories and realities; 7. The application of DMM to multilingual education; 8. Second language learning in multilingual education: a means to an end?; Part II. Content and Language Integrated Learning: Showcasing Europe and Beyond: 9. Enhancing language awareness through CLIL; 10. Reinterpreting CLIL in 'Monolingual' Japan: can a PASTeL approach meet the needs?; 11. CLIL-related benefits for general EFL proficiency; 12. Positioning CLIL in the polish context; 13. Discourse in CLIL; 14. Preparing Teachers for CLIL; 15. CLIL: a state-of-the-art approach in Brazil; 16. Looking back to move ahead: lessons learned and ways forward in CLIL programmes; Part III. Teaching Academic Subjects through English Medium Instruction: 17. Researching english medium instruction in Asian higher education; 18. EMI: English Medium Internationalisation in Asian higher education; 19. Problematising English Medium Education (EME) in Eurasia; 20. EMI culture in Korean higher education; 21. Language education through EMI in Switzerland; 22. EMI and Arabic in the UAE; Part IV. Dual Language Learning, Immersion Programmes, and Learner Agency: 23. Dual language education in the USA; 24. Dual language instruction in Africa; 25. Helping learners to use all their languages to learn subjects in school; 26. Child's language-based agency in early language education; 27. CLIL, immersion, and bilingual education programmes in Australia; Part V. Heritage Language Education: 28. Japanese heritage language education in dispersed diaspora communities; 29. Approaches to heritage language education in Australia; 30. Heritage language policies in New Zealand; 31. Polish heritage language users in expected and unexpected places; 32. Heritage language education in diasporic communities: a focus on Chinese speakers; 33. Bilingual education for majority and minoritised language speakers in Latin America; 34. Japanese as a heritage language in the United States: issues and future agenda; Part VI. Minority Language Education: 35. Trilingual education in the Basque Country; 36. The revival of Kashubian in Poland: language status, use, and education; 37. Models of provision in Irish medium schools; 38. Beyond English medium orientations: accommodating indigenous South African languages in multilingual classrooms; 39. Non-dominant languages in Southeast Asian education; 40. Mother tongue education in Africa: an example of Zimbabwe; 41. Quechua Innovation and Teaching Initiative (QINTI): contributing to the landscape of Quechua L2 instruction; Part VII. A Critical Look at Multilingual Pedagogies: 42. Pedagogical codeswitching and translanguaging research in multilingual settings; 43. Translanguaging pedagogy in the Canadian context: bilingual departure for multi/plurilingual evolution; 44. Aliens or allies? Teaching english and intercomprehension between Romance languages; 45. Is the transformative claim about translanguaging too powerful? Or not powerful enough?; 46. Translanguaging in Chinese university classrooms; 47. Codeswitching, translanguaging, and linguistic theory; 48. Translanguaging in written practices of Japanese students in tertiary education; Index.