Sarah Cox is a Research Fellow at The Open University, UK and an Affiliate Researcher at the University of Glasgow, UK. She has over 20 years’ experience working in English language teaching in the UK and abroad and has worked in the third sector managing ESOL provision for New Scots in Glasgow for 16 years. She holds a PhD in Education which she completed with the UNESCO Chair Refugee Integration through Languages and the Arts at the University of Glasgow.

Sarah Cox gracefully weaves together hitherto disparate strands of scholarship in this exciting, methodologically rigorous treatment of language ecology, multilingualism, translanguaging, and learner identities. Her study exposes the weaknesses and fissures in well-meaning instruction for newcomers, particularly as it impacts women. She then develops a compassionate, decolonised pedagogy representing genuine linguistic hospitality through which learners are truly heard and the teacher becomes the learner.

• FiguresAcknowledgementsAbbreviationsForewordPrologue           Introduction      Part 1: Contextualising the Research Chapter 1. The Policy Context    Chapter 2.  Establishing an Ecological, Multilingual FrameworkChapter 3.  Implementing a Decolonising ApproachChapter 4.  Wales and GermanyPart 2: Beginning to Co-construct a Multilingual, Ecological Praxis for Refugee Families in ScotlandChapter 5. Learning a Language is Hard Work     Chapter 5½. Uncovering Three EcologiesPart 3: Towards an 'Ecologising' of Language LearningChapter 6. Ecology 1: Relationships        Chapter 7. Ecology 2: PlaceChapter 8. Ecology 3: Language and 'Languaging'Chapter 9.  Conclusions and RecommendationsReferencesIndex

Sarah Cox is a Research Fellow at The Open University, UK and an Affiliate Researcher at the University of Glasgow, UK. She has over 20 years’ experience working in English language teaching in the UK and abroad and has worked in the third sector managing ESOL provision for New Scots in Glasgow for 16 years. She holds a PhD in Education which she completed with the UNESCO Chair Refugee Integration through Languages and the Arts at the University of Glasgow.

Sarah Cox gracefully weaves together hitherto disparate strands of scholarship in this exciting, methodologically rigorous treatment of language ecology, multilingualism, translanguaging, and learner identities. Her study exposes the weaknesses and fissures in well-meaning instruction for newcomers, particularly as it impacts women. She then develops a compassionate, decolonised pedagogy representing genuine linguistic hospitality through which learners are truly heard and the teacher becomes the learner.

• FiguresAcknowledgementsAbbreviationsForewordPrologue           Introduction      Part 1: Contextualising the Research Chapter 1. The Policy Context    Chapter 2.  Establishing an Ecological, Multilingual FrameworkChapter 3.  Implementing a Decolonising ApproachChapter 4.  Wales and GermanyPart 2: Beginning to Co-construct a Multilingual, Ecological Praxis for Refugee Families in ScotlandChapter 5. Learning a Language is Hard Work     Chapter 5½. Uncovering Three EcologiesPart 3: Towards an 'Ecologising' of Language LearningChapter 6. Ecology 1: Relationships        Chapter 7. Ecology 2: PlaceChapter 8. Ecology 3: Language and 'Languaging'Chapter 9.  Conclusions and RecommendationsReferencesIndex

Sarah Cox is a Research Fellow at The Open University, UK and an Affiliate Researcher at the University of Glasgow, UK. She has over 20 years’ experience working in English language teaching in the UK and abroad and has worked in the third sector managing ESOL provision for New Scots in Glasgow for 16 years. She holds a PhD in Education which she completed with the UNESCO Chair Refugee Integration through Languages and the Arts at the University of Glasgow.

Sarah Cox gracefully weaves together hitherto disparate strands of scholarship in this exciting, methodologically rigorous treatment of language ecology, multilingualism, translanguaging, and learner identities. Her study exposes the weaknesses and fissures in well-meaning instruction for newcomers, particularly as it impacts women. She then develops a compassionate, decolonised pedagogy representing genuine linguistic hospitality through which learners are truly heard and the teacher becomes the learner.

• FiguresAcknowledgementsAbbreviationsForewordPrologue           Introduction      Part 1: Contextualising the Research Chapter 1. The Policy Context    Chapter 2.  Establishing an Ecological, Multilingual FrameworkChapter 3.  Implementing a Decolonising ApproachChapter 4.  Wales and GermanyPart 2: Beginning to Co-construct a Multilingual, Ecological Praxis for Refugee Families in ScotlandChapter 5. Learning a Language is Hard Work     Chapter 5½. Uncovering Three EcologiesPart 3: Towards an 'Ecologising' of Language LearningChapter 6. Ecology 1: Relationships        Chapter 7. Ecology 2: PlaceChapter 8. Ecology 3: Language and 'Languaging'Chapter 9.  Conclusions and RecommendationsReferencesIndex