Yongcan Liu – författare

Valuable for colleagues in cultural institutions, mental health, community cohesion and human rights, both locally and globally, Heritage Language Education in a Multilingual World expands and updates the knowledge base for heritage language education in a multilingual context. The multidimensional framework provides clear structure, situating recent works across the field which contributes to important interconnections and underlying trends waiting to be uncovered. International contributors offer rich and comprehensive dimensions of heritage language work from linguistic, psychological, emotional, intercultural, environmental, and humanitarian perspectives, and encompass elements of critical thinking, lived experiences and personal development to strengthen current literature in the field. This book applies to academic disciplines across applied linguistics, philosophy, technology, sociology and anthropology, demonstrating to readers the potential inclusive dialogue can have on multilingual repertoires, and how interdisciplinary pedagogy, including art-based creativity, can positively affect heritage language planning, teaching, assessment, curriculum, and material development.

Valuable for colleagues in cultural institutions, mental health, community cohesion and human rights, both locally and globally, Heritage Language Education in a Multilingual World expands and updates the knowledge base for heritage language education in a multilingual context. The multidimensional framework provides clear structure, situating recent works across the field which contributes to important interconnections and underlying trends waiting to be uncovered. International contributors offer rich and comprehensive dimensions of heritage language work from linguistic, psychological, emotional, intercultural, environmental, and humanitarian perspectives, and encompass elements of critical thinking, lived experiences and personal development to strengthen current literature in the field. This book applies to academic disciplines across applied linguistics, philosophy, technology, sociology and anthropology, demonstrating to readers the potential inclusive dialogue can have on multilingual repertoires, and how interdisciplinary pedagogy, including art-based creativity, can positively affect heritage language planning, teaching, assessment, curriculum, and material development.

Given the current context of the experience of migration on schools in England and Europe, and the competing policies and approaches to social integration in schools, there is a need to understand the connection between language development and social integration as a basis for promoting appropriate policies and practices. This volume explores the complex relationship between language, education and the social integration of newcomer migrant children in England, through an in-depth analysis of case studies from schools in the East of England. The authors set this evidence against the background of policy debates in the wider international setting, including a critical discussion of assumptions underlying national narratives of mainstreaming and assimilation. In the light of an absence of national guidelines for appropriate practice in schools, the authors outline a model of inclusive pedagogy for English as an additional language (EAL) and a framework of home-school communication to promote effective EAL parental engagement in schools.

Given the current context of the experience of migration on schools in England and Europe, and the competing policies and approaches to social integration in schools, there is a need to understand the connection between language development and social integration as a basis for promoting appropriate policies and practices. This volume explores the complex relationship between language, education and the social integration of newcomer migrant children in England, through an in-depth analysis of case studies from schools in the East of England. The authors set this evidence against the background of policy debates in the wider international setting, including a critical discussion of assumptions underlying national narratives of mainstreaming and assimilation. In the light of an absence of national guidelines for appropriate practice in schools, the authors outline a model of inclusive pedagogy for English as an additional language (EAL) and a framework of home-school communication to promote effective EAL parental engagement in schools.

Given the current context of the experience of migration on schools in England and Europe, and the competing policies and approaches to social integration in schools, there is a need to understand the connection between language development and social integration as a basis for promoting appropriate policies and practices. This volume explores the complex relationship between language, education and the social integration of newcomer migrant children in England, through an in-depth analysis of case studies from schools in the East of England. The authors set this evidence against the background of policy debates in the wider international setting, including a critical discussion of assumptions underlying national narratives of mainstreaming and assimilation. In the light of an absence of national guidelines for appropriate practice in schools, the authors outline a model of inclusive pedagogy for English as an additional language (EAL) and a framework of home-school communication to promote effective EAL parental engagement in schools.