Laura Schall-Leckrone is Professor and Director of TESOL, World Languages, and Bilingual Education at the School of Education and Human Development at Fairfield University in Fairfield, Connecticut, USA. Her research explores educational linguistics and linguistic ethnography. She sits on the Board of Directors of the North American Systemic Functional Linguistics Association.

This book powerfully dismantles the myth of monolingualism, weaving together history, theory, and classroom practice. It offers educators a specialized understanding of key approaches to working with multilingual learners, including insightful strategies ranging from a focus on the expression level (e.g., phonetics and phonology) to more socio-political concerns.

• María Estela Brisk: ForewordPart 1: Multilingual Orientations to Language and Language DevelopmentChapter 1. Language is a Social Justice Issue in SchoolsChapter 2. On Language, Learning and Learning LanguagesChapter 3. The Multilingual and Multimodal Turn: Embracing Multilingualism and Multimodality across Classrooms and CommunitiesPart 2: Language Subsystems as a Springboard for Literacies        Chapter 4. The Sound System: A Multilingual and Multimodal Perspective on the Transformation from Oral to Written Language          Chapter 5. Word Study: Morphological Awareness and Cognates in Oracy and Reading Comprehension           Chapter 6. Reimagining and Rehabilitating Grammar’s Image in Schools and Life: An Ode to Grammar             Chapter 7. Genre Theory in Action: How We Use Languages to Get Things DonePart 3: Linguistic Intersections among Classrooms, Homes and CommunitiesChapter 8. Language Variation and Change: What’s in a Name?Chapter 9. A Translanguaging Stance: How to Teach Multilingual Learners ‘Even if You’re Not One’Chapter 10. The Multilingual Advantage: Resources for Families and CommunitiesGlossaryReferencesIndex

Laura Schall-Leckrone is Professor and Director of TESOL, World Languages, and Bilingual Education at the School of Education and Human Development at Fairfield University in Fairfield, Connecticut, USA. Her research explores educational linguistics and linguistic ethnography. She sits on the Board of Directors of the North American Systemic Functional Linguistics Association.

This book powerfully dismantles the myth of monolingualism, weaving together history, theory, and classroom practice. It offers educators a specialized understanding of key approaches to working with multilingual learners, including insightful strategies ranging from a focus on the expression level (e.g., phonetics and phonology) to more socio-political concerns.

• María Estela Brisk: ForewordPart 1: Multilingual Orientations to Language and Language DevelopmentChapter 1. Language is a Social Justice Issue in SchoolsChapter 2. On Language, Learning and Learning LanguagesChapter 3. The Multilingual and Multimodal Turn: Embracing Multilingualism and Multimodality across Classrooms and CommunitiesPart 2: Language Subsystems as a Springboard for Literacies        Chapter 4. The Sound System: A Multilingual and Multimodal Perspective on the Transformation from Oral to Written Language          Chapter 5. Word Study: Morphological Awareness and Cognates in Oracy and Reading Comprehension           Chapter 6. Reimagining and Rehabilitating Grammar’s Image in Schools and Life: An Ode to Grammar             Chapter 7. Genre Theory in Action: How We Use Languages to Get Things DonePart 3: Linguistic Intersections among Classrooms, Homes and CommunitiesChapter 8. Language Variation and Change: What’s in a Name?Chapter 9. A Translanguaging Stance: How to Teach Multilingual Learners ‘Even if You’re Not One’Chapter 10. The Multilingual Advantage: Resources for Families and CommunitiesGlossaryReferencesIndex

Laura Schall-Leckrone is Professor and Director of TESOL, World Languages, and Bilingual Education at the School of Education and Human Development at Fairfield University in Fairfield, Connecticut, USA. Her research explores educational linguistics and linguistic ethnography. She sits on the Board of Directors of the North American Systemic Functional Linguistics Association.

This book powerfully dismantles the myth of monolingualism, weaving together history, theory, and classroom practice. It offers educators a specialized understanding of key approaches to working with multilingual learners, including insightful strategies ranging from a focus on the expression level (e.g., phonetics and phonology) to more socio-political concerns.

• María Estela Brisk: ForewordPart 1: Multilingual Orientations to Language and Language DevelopmentChapter 1. Language is a Social Justice Issue in SchoolsChapter 2. On Language, Learning and Learning LanguagesChapter 3. The Multilingual and Multimodal Turn: Embracing Multilingualism and Multimodality across Classrooms and CommunitiesPart 2: Language Subsystems as a Springboard for Literacies        Chapter 4. The Sound System: A Multilingual and Multimodal Perspective on the Transformation from Oral to Written Language          Chapter 5. Word Study: Morphological Awareness and Cognates in Oracy and Reading Comprehension           Chapter 6. Reimagining and Rehabilitating Grammar’s Image in Schools and Life: An Ode to Grammar             Chapter 7. Genre Theory in Action: How We Use Languages to Get Things DonePart 3: Linguistic Intersections among Classrooms, Homes and CommunitiesChapter 8. Language Variation and Change: What’s in a Name?Chapter 9. A Translanguaging Stance: How to Teach Multilingual Learners ‘Even if You’re Not One’Chapter 10. The Multilingual Advantage: Resources for Families and CommunitiesGlossaryReferencesIndex