Katie Dunworth – författare

This volume promotes a thought-provoking discussion on contemporary issues surrounding the teaching of language and literacy based on first hand experiences and research. Drawing on the authors’ experiences as teacher educators, language and literacy teachers, and researchers on literacy issues it brings together the multiple traditions. What makes the proposed volume unique is the common theme that runs through all the chapters: the examination of the term literacy, the complexity of this term and the importance of having a wide understanding of what it is before tackling educational issues of pedagogy, assessment and student engagement. What is more, as the editors argue, it is necessary to join up the dots and explore the commonalities that form the core of the literacy spectrum.

The studies in this volume investigate how multilingual education involves a critical engagement with questions of identity and culture, and a movement towards new ways of being and belonging. It addresses previously under-explored issues, in particular the integration of theories like ‘thirdness’, and practices of language education and maintenance with relevance to the Asia-Pacific region. The analyses reveal the delicate balance of interests of all stakeholders and offer detailed insights into the reality of multilingual education, with specific examples of Chinese, English, Japanese and Tamil. In a globalised world, effective language education has become increasingly important, and the studies presented here have the potential to inform and advance evidence-based multilingual education through adding important dimensions of theoretical exploration and refreshing empirical resources.