Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings

Pedagogical Implications

AvAnna Krulatz,Georgios Neokleous

Inbunden, Engelska, 2022

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Beskrivning

This book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners’ own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.

Produktinformation

Utgivningsdatum:2022-06-21
Mått:156 x 234 x 24 mm
Vikt:700 g
Format:Inbunden
Språk:Engelska
Serie:New Perspectives on Language and Education
Antal sidor:349
Förlag:Multilingual Matters
ISBN:9781788926416

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Mer om författaren

Anna Krulatz is Professor in the Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway.Georgios Neokleous is Associate Professor in the Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway.Anne Dahl is Associate Professor in the Department of Language and Literature, Norwegian University of Science and Technology, Trondheim, Norway.

Recensioner i media

Driven by passion, the authors in this inspiring book contribute to the paradigm shift in foreign language teaching in multilingual classrooms. The researchers explore innovative ways to close the gap between theory and classroom practices in the interest of learners and teachers. The book represents an important contribution to this expanding field.

Innehållsförteckning

Figures and TablesAcknowledgementsAcronymsContributorsIntroductionsPart 1: Towards a Multilingual Paradigm in Foreign Language EducationChapter 1. Anna Krulatz, Georgios Neokleous and Anne Dahl: Multilingual Approaches to Additional Language Teaching: Bridging Theory and PracticeChapter 2. Nayr Ibrahim: Mainstreaming Multilingualism in Education: An Eight-Ds FrameworkChapter 3. Ngoc Tai Huynh, Angela Thomas and Vinh To: Enhancing Foreign Language Teachers’ Use of Multicultural Literature with an Analytical Framework for Interpreting Picturebooks about East Asian CulturesPart 2: Languaging Practices in Multilingual ClassroomsChapter 4. Tanja Angelovska: The Multilingual Language Classroom: Applying Linguistically Diverse Approaches for Handling Prior Languages in Teaching English as a Third Language Chapter 5. Mirjam Günther-van der Meij and Joana Duarte: ‘There are Many Ways to Integrate Multilingualism’: All-inclusive Foreign Language Education in the NetherlandsChapter 6. Spyros Armostis and Dina Tsagari: Learning English as a Foreign Language in a Bi(dia)lectal Setting Chapter 7. Rasman Rasman and Margana Margana: Constructing Translanguaging Space in EFL Classrooms in Indonesia: Opportunities and Challenges Part 3: Teacher and Learner PerspectivesChapter 8. Georgios Neokleous: Capturing Hybrid Linguistic Repertoires: Learner and In-service Teacher Attitudes towards Translanguaging in Multilingual EAL Classrooms in CyprusChapter 9. Ylva Falk and Christina Lindqvist: Teachers’ Attitudes towards Multilingualism in the Foreign Language Classroom: The Case of French and German in the Swedish ContextChapter 10. Will Travers: Inside the L3 Classroom: Learner Reflections on University-level Foreign Language Classes for Bilinguals in the United StatesChapter 11. Romana Kopečková and Gregory Poarch: Teaching English as an Additional Language in German Secondary Schools: Pluralistic Approaches to Language Learning and Teaching in ActionChapter 12. Yeşim Sevinç, Anna Krulatz, Eivind Torgersen and MaryAnn Christison: Teaching English in Linguistically Diverse Classrooms in Norway: Teachers’ Beliefs, Practices, and Needs in Multilingual EducationChapter 13. Mieko Yamada: EFL Education for Social Justice: A Study of Japanese EFL Student Teachers’ Perceptions about Diversity and MinorityPart 4: Innovative Multilingual Pedagogies in Foreign Language ClassroomsChapter 14. Antoinette Camilleri Grima: Adopting Pluralistic Approaches when Teaching an Additional LanguageChapter 15. Manon Megens and Elisabeth Allgäuer-Hackl: An Applied Perspective on Holistic Multilingual Approaches to Foreign Language Learning and TeachingChapter 16. MaryAnn Christison and Adrian S. Palmer: Promoting Multilingualism through Immersion Education: A Case Study in a Thai K12 International SchoolChapter 17. Gisela Mayr: Plurilingual Inputs in Task-based TEFL: A Way of Promoting InclusionChapter 18. Marina Prilutskaya, Rebecca Knoph and Jessica Allen Hanssen: The Use of Students’ Linguistic Resources in Teaching English as an Additional Language in Norway: A Study of Writing in Upper-secondary SchoolChapter 19. Gro-Anita Myklevold: Operationalizing Multilingualism in A Foreign Language Classroom in Norway: Opportunities and ChallengesKristen Lindahl: AfterwordIndex