Changing Perspectives Towards Linguistic Diversity in Education

Marta Guarda holds a PhD in Applied Linguistics and English Studies from the University of Padova (Italy), and is currently a senior researcher at the Institute for Applied Linguistics and the Center for Migration and Societal Change of Eurac Research (Bolzano, Italy). Her research focuses on plurilingualism, translanguaging and plurilingual education from the perspective of educational equity and epistemic justice. She is particularly interested in the valorisation of the heritage languages and funds of knowledge of minoritised and migrantised communities in the postmigrant society. Her research interests also include the use of collaborative technologies (virtual exchange) for language and intercultural learning, English as a lingua franca (ELF) communication and the internationalisation of (higher) education.Maria Stopfner is a senior researcher at the Institute of Applied Linguistics at Eurac Research (Bolzano, Italy) and a senior lecturer at the University of Innsbruck (Austria). In her research, she is interested in the interrelationship between language and society and the role of education, politics and media in the discursive construction of ideologies and identities. Within the research group on multilingualism at Eurac Research, she focuses on the development of plurilingual competences in relation to influencing factors such as language policy, language ideology and identity in multilingual settings. Gabriela Meier is an Associate Professor in Language Education in the School of Education at the University of Exeter (UK). Her work comprises teacher education, supervision of master’s and doctoral projects, as well as research on multilingualism in education. She has contributed theoretically through publications on the multilingual turn in education, multilingual socialisation and the relationship between languages and social cohesion. Empirically, her research has explored how plurilingual repertoires are developed and used in school, university and  vocational contexts, and what this means for individuals, institutions and wider societies.

• Introduction.- Language Learning, Identity, and Interaction: Findings from Multicultural Educational Contexts in Chile.- Plurilingual Multiliteracy Spanish as a Second Language Course for Return Students from the United States to Mexico.- Students as Agents of Change.- Plurilingual Education for Plurilingual Learners: A Project for Primary Schools.- Language Learning in the Community: A Bridge for Social Cohesion.- Co-constructing Plurilingual Activities in Italian Primary Schools. A Case Study Concerning the Benefits of a Participatory Approach to Teacher Training.- Shifting the Paradigm: Inclusive Plurilingual Education as a (Re)positioning Journey.- Plurilingual Education: Pathways to Social Change.