Jean Conteh is Senior Lecturer in the School of Education at the University of Leeds, UK. She is the author of The EAL Teaching Book (2nd edition, 2015), Teaching Bilingual and EAL Learners in Primary Schools (2012) and Succeeding in Diversity (2003). She also co-edited The Multilingual Turn in Languages Education (2014) and Multilingual Learning Stories in Schools and Communities in Britain (2007).

One of the key qualities of this publication is its honesty and transparency: it enables a critical look behind the scenes of academic enquiry, which is so often shielded from view in finished and published projects ... An informative and encouraging read not only for students, but for anyone interested in engaging with practical matters in the research process.

• Foreword, Eve Gregory (Goldsmiths, University of London, UK)Acknowledgements Introduction 1. Principles and Processes of Ethnographic Research in Multilingual Settings, Jean Conteh (University of Leeds, UK)Part I: Conceptualising the Research ProjectIntroduction to Part I , Jean Conteh (University of Leeds, UK)2. Stories of Becoming Bilingual in Complex Contexts, Yi XiLaMuCuo (Northwest University for Nationalities, China)3. Misrecognition Performances of Multilingual Social Consciousness in the Lives of British-Pakistani Muslim Teachers, Nasir Mahmood (University of Leeds, UK)4. An Ethnographic Study of Young People from Poor Rural Sindh, Pakistan, Ambreen Shariar (University of Sindh, Pakistan)Part II: Developing the Research ProcessesIntroduction to Part II, Jean Conteh (University of Leeds, UK)5. Reflecting on My Positionality as a Multilingual Researcher, Chisato Danjo (University of York St. John, UK)6. A Narrative on the Use of Interviews to Shape an Ethnographic Research into Family Language Practices, Indu Meddegama (University of York St. John, UK)7. Making Young People’s Voices Audible in Ethnographic Research, Robert Sharples (University of York St. John, UK)8. Liquid Methodologies in Researching Multilingual Street Performance, Jessica Bradley (University of Leeds, UK)Part III: Reflections on Processes and OutcomesIntroduction to Part III, Jean Conteh (University of Leeds, UK)9. Exploring the Influences of Social Background and Parental Concern on Pupils’ Participation in Ability Based Groups, Samyia Ambreen (University of Leeds, UK)10. Insider and Outsider Perspectives on the Researcher’s Role, Valerie Nave (University of Leeds, UK)11. Participant Observations in Community Language Schools in Australia, Janica Nordstrom (University of Sydney, Australia)12. Striving for Participation in a Case Study of Bilingual Children’s Experiences of Language and Identity in State Primary Schools in Cyprus, Katherine Fincham-Louis (University of Nicosia, Cyprus)13. Drawing the Threads Together and Telling the Stories, Jean Conteh (University of Leeds, UK)GlossaryIndex

Jean Conteh is Senior Lecturer in the School of Education at the University of Leeds, UK. She is the author of The EAL Teaching Book (2nd edition, 2015), Teaching Bilingual and EAL Learners in Primary Schools (2012) and Succeeding in Diversity (2003). She also co-edited The Multilingual Turn in Languages Education (2014) and Multilingual Learning Stories in Schools and Communities in Britain (2007).

One of the key qualities of this publication is its honesty and transparency: it enables a critical look behind the scenes of academic enquiry, which is so often shielded from view in finished and published projects ... An informative and encouraging read not only for students, but for anyone interested in engaging with practical matters in the research process.

• Foreword, Eve Gregory (Goldsmiths, University of London, UK)Acknowledgements Introduction 1. Principles and Processes of Ethnographic Research in Multilingual Settings, Jean Conteh (University of Leeds, UK)Part I: Conceptualising the Research ProjectIntroduction to Part I , Jean Conteh (University of Leeds, UK)2. Stories of Becoming Bilingual in Complex Contexts, Yi XiLaMuCuo (Northwest University for Nationalities, China)3. Misrecognition Performances of Multilingual Social Consciousness in the Lives of British-Pakistani Muslim Teachers, Nasir Mahmood (University of Leeds, UK)4. An Ethnographic Study of Young People from Poor Rural Sindh, Pakistan, Ambreen Shariar (University of Sindh, Pakistan)Part II: Developing the Research ProcessesIntroduction to Part II, Jean Conteh (University of Leeds, UK)5. Reflecting on My Positionality as a Multilingual Researcher, Chisato Danjo (University of York St. John, UK)6. A Narrative on the Use of Interviews to Shape an Ethnographic Research into Family Language Practices, Indu Meddegama (University of York St. John, UK)7. Making Young People’s Voices Audible in Ethnographic Research, Robert Sharples (University of York St. John, UK)8. Liquid Methodologies in Researching Multilingual Street Performance, Jessica Bradley (University of Leeds, UK)Part III: Reflections on Processes and OutcomesIntroduction to Part III, Jean Conteh (University of Leeds, UK)9. Exploring the Influences of Social Background and Parental Concern on Pupils’ Participation in Ability Based Groups, Samyia Ambreen (University of Leeds, UK)10. Insider and Outsider Perspectives on the Researcher’s Role, Valerie Nave (University of Leeds, UK)11. Participant Observations in Community Language Schools in Australia, Janica Nordstrom (University of Sydney, Australia)12. Striving for Participation in a Case Study of Bilingual Children’s Experiences of Language and Identity in State Primary Schools in Cyprus, Katherine Fincham-Louis (University of Nicosia, Cyprus)13. Drawing the Threads Together and Telling the Stories, Jean Conteh (University of Leeds, UK)GlossaryIndex