Migration, Multilingualism and Education (häftad)
Häftad (Paperback / softback)
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Multilingual Matters
234 x 156 x 18 mm
468 g
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Migration, Multilingualism and Education (häftad)

Migration, Multilingualism and Education

Critical Perspectives on Inclusion

Häftad Engelska, 2021-07-01
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This book explores the question of how equitable and inclusive education can be implemented in heterogeneous classes where learners' languages and cultures reflect the social reality of mass migration and everyday plurilingualism. The book brings together researchers and practitioners working in inclusive teaching and learning in a variety of migration contexts from pre-school to university. The book opens with an exploration of the relationship between language ideologies and policies with respect to the inclusion of learners for whom the language of education is not the language spoken in the home. The following section focuses on innovative pedagogical practices which allow migrants to be socially, culturally and institutionally included at school and at university while using their plurilingual competences as resources for learning/teaching and allowing them to fully realise their potential.
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  1. Migration, Multilingualism and Education
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Recensioner i media

Brilliantly framed at beginning and end by two powerhouse scholars in multilingual education, this volume addresses central questions of how learners' own languages (or language varieties), cultural practices and identities can be included in pedagogical approaches that challenge an overarching monolingual habitus. The chapters are interspersed with brief personal testimonies, giving life to the agency of educators who find ways, even in the most constrained and debilitating of spaces, to celebrate and build on the richly diverse repertoires of learners. * Carol Benson, Teachers College, Columbia University, USA * In this outstanding book, high-quality studies from diverse global contexts provide compelling evidence that multilingual pedagogy is fundamental to inclusive education. The research presented here demonstrates that all learners benefit when their language repertoires enter the classroom as authentic learning resources. This book is essential reading for anyone engaged in educational research or practice. * Angela Creese, University of Stirling, UK *

Övrig information

Latisha Mary is an associate professor in the INSPE-Faculty of Education and Lifelong Learning at the University of Strasbourg, France. Ann-Birte Kruger is an associate professor in the INSPE Besancon- Faculty of Education and Lifelong Learning at the University of Bourgogne Franche-Comte, France. Andrea S. Young is a professor in the INSPE-Faculty of Education and Lifelong Learning at the University of Strasbourg, France.


Contributors Acknowledgements Part 1: Ideology Drives Policy: Rethinking Inclusion Chapter 1. Christine Helot: Pushing Back Monoglossic Ideologies of Language: Towards Transformative and Inclusive Pedagogies for 21st Century Multilingual Classrooms Chapter 2. Judith Purkarthofer: Lines of Exclusion and Possibilities of Inclusion: A Tale of Two Schools in Austria Renata Emilsson Peskova: The Value of Languages in a Multilingual Classroom Chapter 3: Julie A. Panagiotopoulou, Lisa Rosen and Jenna Strzykala: Multilingual Teachers Meet Recently Arrived Students: Language Ideologies and Practices in Preparatory Classes in Germany Maryse Adam-Maillet: Supporting Plurilingual Students through Building Professional Educational Networks Chapter 4. Nathalie Thomauske: Parents Speaking Other Languages in Early Childhood Settings: A 'Language Barrier' for Building an Inclusive Partnership of Education Between Practitioners and Parents? Marie-Claire Simonin: Establishing A Relationship of Trust Between Parents and School Chapter 5. Kirsten Rosiers: 'Dutch if Possible, and Also When It's Not': The Inclusion of Multilingualism in Declared, Perceived and Practiced Language Policies in a Brussels Secondary School Jordan Foster: The Importance of Supporting Students' First Languages: Avoiding Unintended Consequences Chapter 6. Junko Majima and Chiho Sakurai: A Longitudinal Study of Emergent Bilinguals among Chinese Pupils at a Japanese Public School: A Focus on Language Policies and Inclusion Andy Hancock: Inclusive Practices in Multilingual Schools Chapter 7. Latisha Mary and Andrea S. Young: 'To Make Headway You Have to Go Against the Flow': Resisting Dominant Discourses and Supporting Emergent Bilinguals in a Multilingual Pre-School in France Frederike Groothoff: From a Monolingual to a Multilingual Approach in Primary Schools in The Netherlands Chapter 8. Stephanie Galligani and Diana-Lee Simon: Rethinking Inclusion: A Case Study of an Innovative University Diploma for Refugee Students in Grenoble (France) Samuel Lefever: The Empowering Role of Teachers Part 2: 'Actuality Implies Possibility': New Practices of Inclusion Chapter 9. Roula Kitsiou, Sofia Tsioli, George Androulakis and Inaam Alibrahim: Experiences, Challenges and Potential of Implementing a Participatory Approach to Designing Educational Material for and with Refugee Women in Greece Sylvie Birot-Freyburger: Recognising Parents as a Resource Chapter 10. Maite T. Sanchez and Ivana Espinet: Transforming Our Classrooms to Embrace Students' Multilingualism Through Translanguaging Pedagogy Joy Penard: Monolingualism as a Cure for Language Disorder? Chapter 11. Timea Ka das Pickel: 'Spaces of Power, Spaces of Resistance': Identity Negotiation Through Autobiography with Newcomer Immigrant Students Kia Kimhag: Understanding, Adapting and Being Noticed in a New School Context Chapter 12. Vicky Macleroy: Framing Critical Perspectives on Migration, Fairness and Belonging Through the Lens of Young People's Multilingual Digital Stories Marie-Paule Lory: A Non-Traditional Approach to Listening to Students' Voices Chapter 13. Ann-Birte Kruger and Nathalie Thamin: Inclusion Strategies for Emergent Bilingual Pupils in Pre-School in France: The Importance of the Home-School Relationship Jean Conteh: Funds of Knowledge in Home, School and Research Chapter 14. Ondine Gage: Teacher Language Awareness: A Personal and Pedagogical Journey Mayo Oyama: Awakening to Languages for Japanese Primary Schools Chapter 15. Rosa Maria Faneca, Maria Helena Araujo e Sa and Silvia Melo-Pfeifer: Fostering More Inclusive Linguistic Practices in Portuguese Classrooms: Is Teacher Education the Key for Integrating Heritage Languages? Kathelijne Jordens: Suitably Equipped: Towards Confidently Handling a Multicultural Class Chapter 16. Jim Cummins: Pedagogies of Powerful Communication: Enabling Minoritized St