Dr. Jean Conteh is Senior Lecturer in the School of Education at the University of Leeds, UK. Her research interests include EAL in the British system and teacher development and professional knowledge. Dr. Gabriela Meier is a Lecturer in Language Education at the Graduate School of Education, University of Exeter, UK. She is especially interested in language education and social cohesion, including bilingual and multilingual approaches to learning.

The volume edited by Conteh and Meier is a more diverse collection consisting of three parts: (a) societal perspectives on the multilingual turn in language(s) education, (b) perspectives on the multilingual turn in education, and (c) visions of the multilingual turn in pedagogy and practice. Consisting of new research, these articles, many of which are co-authored by new and established researchers, show multilingual practices in a variety of contexts in education and around the world, in countries ranging from New Zealand to China to the Alsace region of France. What appealed to me in this volume was precisely this variety, and I hoped that the students would be interested in the different contexts too, as well as in the research methods and findings that are described.

• Contributors Foreword Acknowledgments Jean Conteh and Gabriela Meier: Introduction PART I Gabriela Meier: Introduction to Part I 1. Mooznah Auleear Owodally: Socialized into Multilingualism: A Case Study of Mauritian Preschools 2. Ken Cruickshank: Exploring the -Lingual between Bi- and Mono-: Young People and their Language in an Australian Context 3. Guangwei Hu and Sandra McKay: Multilingualism as Portrayed in a Chinese English Textbook 4. Andrea Young: Looking through the Language Lens: Monolingual Taint or Plurilingual Tint? PART II Jean Conteh: Introduction to Part II 5. Laurent Gajo: From Description to Didactization of Multilingualism: European and Francophone Research at the Crossroads between Linguistics and Didactics 6. Gabriela Meier: Our Mother Tongue is Plurilingualism: An Orientation Framework for Integrated Multilingual Curricula 7. Jean Conteh, Fiona Copland and Angela Creese: Multilingual Teachers’ Resources in three different Contexts: Empowering Learning 8. Gabriela Meier: Multilingualism and Social Cohesion: Two-Way Immersion Education meets Diverse Needs PART III Jean Conteh and Gabriela Meier: Introduction to Part III 9. Jean Conteh, Shila Begum and Saiqa Riasat: Multilingual Learning in Primary Settings - From the Margins to the Mainstream 10. Enrica Piccardo and Joëlle Aden: Plurilingualism and Empathy: Beyond Instrumental Language Learning 11. Ofelia García and Naomi Kano: Translanguaging as Process and Pedagogy: Developing the English Writing of Japanese Students in the US 12. Jim Anderson and Yu-Chiao Chung: Transforming Learning, Building Identities: Arts Based Creativity in the Community Languages Classroom Gabriela Meier and Jean Conteh: Conclusion

Dr. Jean Conteh is Senior Lecturer in the School of Education at the University of Leeds, UK. Her research interests include EAL in the British system and teacher development and professional knowledge. Dr. Gabriela Meier is a Lecturer in Language Education at the Graduate School of Education, University of Exeter, UK. She is especially interested in language education and social cohesion, including bilingual and multilingual approaches to learning.

The volume edited by Conteh and Meier is a more diverse collection consisting of three parts: (a) societal perspectives on the multilingual turn in language(s) education, (b) perspectives on the multilingual turn in education, and (c) visions of the multilingual turn in pedagogy and practice. Consisting of new research, these articles, many of which are co-authored by new and established researchers, show multilingual practices in a variety of contexts in education and around the world, in countries ranging from New Zealand to China to the Alsace region of France. What appealed to me in this volume was precisely this variety, and I hoped that the students would be interested in the different contexts too, as well as in the research methods and findings that are described.

• Contributors Foreword Acknowledgments Jean Conteh and Gabriela Meier: Introduction PART I Gabriela Meier: Introduction to Part I 1. Mooznah Auleear Owodally: Socialized into Multilingualism: A Case Study of Mauritian Preschools 2. Ken Cruickshank: Exploring the -Lingual between Bi- and Mono-: Young People and their Language in an Australian Context 3. Guangwei Hu and Sandra McKay: Multilingualism as Portrayed in a Chinese English Textbook 4. Andrea Young: Looking through the Language Lens: Monolingual Taint or Plurilingual Tint? PART II Jean Conteh: Introduction to Part II 5. Laurent Gajo: From Description to Didactization of Multilingualism: European and Francophone Research at the Crossroads between Linguistics and Didactics 6. Gabriela Meier: Our Mother Tongue is Plurilingualism: An Orientation Framework for Integrated Multilingual Curricula 7. Jean Conteh, Fiona Copland and Angela Creese: Multilingual Teachers’ Resources in three different Contexts: Empowering Learning 8. Gabriela Meier: Multilingualism and Social Cohesion: Two-Way Immersion Education meets Diverse Needs PART III Jean Conteh and Gabriela Meier: Introduction to Part III 9. Jean Conteh, Shila Begum and Saiqa Riasat: Multilingual Learning in Primary Settings - From the Margins to the Mainstream 10. Enrica Piccardo and Joëlle Aden: Plurilingualism and Empathy: Beyond Instrumental Language Learning 11. Ofelia García and Naomi Kano: Translanguaging as Process and Pedagogy: Developing the English Writing of Japanese Students in the US 12. Jim Anderson and Yu-Chiao Chung: Transforming Learning, Building Identities: Arts Based Creativity in the Community Languages Classroom Gabriela Meier and Jean Conteh: Conclusion