Caroline Kerfoot is Associate Professor in the Centre for Research on Bilingualism at Stockholm University, Sweden. She was formerly Head of Language Education at the University of the Western Cape, South Africa. Her current research focuses on multilingualism, identities, and epistemic access in educational sites characterised by high levels of diversity and flux. She is co-editor (with Kenneth Hyltenstam) of Entangled Discourses: South-North Orders of Visibility, forthcoming in Routledge Critical Studies in Multilingualism.Anne-Marie Simon-Vandenbergen is Emeritus Professor of English Linguistics at Ghent University, Belgium, where she is currently an associated researcher. She has published on various aspects of English and contrastive grammar, especially modality and pragmatic markers, from a functional linguistic point of view, and she was an editor of the journal Functions of Language for 20 years. Her most recent interest is in multilingual education, especially in the South African context, and in issues arising from linguistic diversity in Flemish education as a result of immigration.

• Introduction – Language in epistemic access: mobilising multilingualism and literacy development for more equitable education in South Africa 1. Unlocking the grid: language-in-education policy realisation in post-apartheid South Africa 2. Moving out of linguistic boxes: the effects of translanguaging strategies for multilingual classrooms 3. Pedagogical translanguaging: bridging discourses in South African science classrooms 4. Testing the waters: exploring the teaching of genres in a Cape Flats Primary School in South Africa 5. Linguistically based inequality, multilingual education and a genre-based literacy development pedagogy: insights from the Australian experience 6. How to reverse a legacy of exclusion? Identifying high-impact educational responses 7. Epistemologies in multilingual education: translanguaging and genre – companions in conversation with policy and practice

Caroline Kerfoot is Associate Professor in the Centre for Research on Bilingualism at Stockholm University, Sweden. She was formerly Head of Language Education at the University of the Western Cape, South Africa. Her current research focuses on multilingualism, identities, and epistemic access in educational sites characterised by high levels of diversity and flux. She is co-editor (with Kenneth Hyltenstam) of Entangled Discourses: South-North Orders of Visibility, forthcoming in Routledge Critical Studies in Multilingualism.Anne-Marie Simon-Vandenbergen is Emeritus Professor of English Linguistics at Ghent University, Belgium, where she is currently an associated researcher. She has published on various aspects of English and contrastive grammar, especially modality and pragmatic markers, from a functional linguistic point of view, and she was an editor of the journal Functions of Language for 20 years. Her most recent interest is in multilingual education, especially in the South African context, and in issues arising from linguistic diversity in Flemish education as a result of immigration.

• Introduction – Language in epistemic access: mobilising multilingualism and literacy development for more equitable education in South Africa 1. Unlocking the grid: language-in-education policy realisation in post-apartheid South Africa 2. Moving out of linguistic boxes: the effects of translanguaging strategies for multilingual classrooms 3. Pedagogical translanguaging: bridging discourses in South African science classrooms 4. Testing the waters: exploring the teaching of genres in a Cape Flats Primary School in South Africa 5. Linguistically based inequality, multilingual education and a genre-based literacy development pedagogy: insights from the Australian experience 6. How to reverse a legacy of exclusion? Identifying high-impact educational responses 7. Epistemologies in multilingual education: translanguaging and genre – companions in conversation with policy and practice

Caroline Kerfoot is Associate Professor in the Centre for Research on Bilingualism at Stockholm University, Sweden. She was formerly Head of Language Education at the University of the Western Cape, South Africa. Her current research focuses on multilingualism, identities, and epistemic access in educational sites characterised by high levels of diversity and flux. She is co-editor (with Kenneth Hyltenstam) of Entangled Discourses: South-North Orders of Visibility, forthcoming in Routledge Critical Studies in Multilingualism.Anne-Marie Simon-Vandenbergen is Emeritus Professor of English Linguistics at Ghent University, Belgium, where she is currently an associated researcher. She has published on various aspects of English and contrastive grammar, especially modality and pragmatic markers, from a functional linguistic point of view, and she was an editor of the journal Functions of Language for 20 years. Her most recent interest is in multilingual education, especially in the South African context, and in issues arising from linguistic diversity in Flemish education as a result of immigration.

• Introduction – Language in epistemic access: mobilising multilingualism and literacy development for more equitable education in South Africa 1. Unlocking the grid: language-in-education policy realisation in post-apartheid South Africa 2. Moving out of linguistic boxes: the effects of translanguaging strategies for multilingual classrooms 3. Pedagogical translanguaging: bridging discourses in South African science classrooms 4. Testing the waters: exploring the teaching of genres in a Cape Flats Primary School in South Africa 5. Linguistically based inequality, multilingual education and a genre-based literacy development pedagogy: insights from the Australian experience 6. How to reverse a legacy of exclusion? Identifying high-impact educational responses 7. Epistemologies in multilingual education: translanguaging and genre – companions in conversation with policy and practice