Marianne Turner is Senior Lecturer in Bilingual Education and TESOL at Monash University, Australia. She researches context-sensitive approaches to the integration of language and content in English as an Additional Language (EAL), foreign and heritage language settings.

“Multilingualism as a Resource and a Goal: Using and Learning Languages in Mainstream Schools compellingly contributes to the field of education and research concerning multilingualism’s impact on educational value. … Its rich discussion surrounding student engagement and pedagogy in relation to multilingualism make this book appropriately written for educators hoping to understand how to better provide all students opportunities to learn and use their full linguistic repertoires.” (Malik Stevenson, Journal of Language and Politics, Vol. 20 (2), 2021)

• Chapter 1: Introduction.- PART ONE.- Chapter 2: Language and multilingualism.- Chapter 3: Use of languages across the curriculum.- Chapter 4: Opportunities to learn (through) languages.- PART TWO.- Chapter 5: Primary schools with heritage language students.- Chapter 6: A whole-school primary bilingual program.- Chapter 7: Teacher-driven CLIL initiatives in secondary schools.- Chapter 8: A structured opt-in secondary CLIL program.- PART THREE.- Chapter 9: Teaching and learning objectives.- Chapter 10: Multilingual practices and opportunities to learn.- Chapter 11: Conclusion.

Marianne Turner is Senior Lecturer in Bilingual Education and TESOL at Monash University, Australia. She researches context-sensitive approaches to the integration of language and content in English as an Additional Language (EAL), foreign and heritage language settings.

“Multilingualism as a Resource and a Goal: Using and Learning Languages in Mainstream Schools compellingly contributes to the field of education and research concerning multilingualism’s impact on educational value. … Its rich discussion surrounding student engagement and pedagogy in relation to multilingualism make this book appropriately written for educators hoping to understand how to better provide all students opportunities to learn and use their full linguistic repertoires.” (Malik Stevenson, Journal of Language and Politics, Vol. 20 (2), 2021)

• Chapter 1: Introduction.- PART ONE.- Chapter 2: Language and multilingualism.- Chapter 3: Use of languages across the curriculum.- Chapter 4: Opportunities to learn (through) languages.- PART TWO.- Chapter 5: Primary schools with heritage language students.- Chapter 6: A whole-school primary bilingual program.- Chapter 7: Teacher-driven CLIL initiatives in secondary schools.- Chapter 8: A structured opt-in secondary CLIL program.- PART THREE.- Chapter 9: Teaching and learning objectives.- Chapter 10: Multilingual practices and opportunities to learn.- Chapter 11: Conclusion.

Marianne Turner is Senior Lecturer in Bilingual Education and TESOL at Monash University, Australia. She researches context-sensitive approaches to the integration of language and content in English as an Additional Language (EAL), foreign and heritage language settings.

“Multilingualism as a Resource and a Goal: Using and Learning Languages in Mainstream Schools compellingly contributes to the field of education and research concerning multilingualism’s impact on educational value. … Its rich discussion surrounding student engagement and pedagogy in relation to multilingualism make this book appropriately written for educators hoping to understand how to better provide all students opportunities to learn and use their full linguistic repertoires.” (Malik Stevenson, Journal of Language and Politics, Vol. 20 (2), 2021)

• Chapter 1: Introduction.- PART ONE.- Chapter 2: Language and multilingualism.- Chapter 3: Use of languages across the curriculum.- Chapter 4: Opportunities to learn (through) languages.- PART TWO.- Chapter 5: Primary schools with heritage language students.- Chapter 6: A whole-school primary bilingual program.- Chapter 7: Teacher-driven CLIL initiatives in secondary schools.- Chapter 8: A structured opt-in secondary CLIL program.- PART THREE.- Chapter 9: Teaching and learning objectives.- Chapter 10: Multilingual practices and opportunities to learn.- Chapter 11: Conclusion.