Multilingual Matters – förlag

With increasing mobility of people across the world, there is a pressing need to develop evidence-based teaching practices that lead to high-quality education, which serves the needs of inclusive societies and social and epistemic justice. This book presents cutting-edge qualitative case-study research across a range of educational contexts, research-method contributions and theory-oriented chapters by distinguished multilingual education scholars. These take stock of the field of translanguaging in relation to the education of multilingual individuals in today’s globalized world. The volume breaks new ground in that all chapters share a focus on teachers as ‘knowledge generators’ and many on teacher-researcher collaboration. Together, the chapters provide comprehensive and up-to-date applications of the concept of pedagogical translanguaging and present recent research in educational contexts that have hitherto received scant attention, namely secondary-level education, education for adult immigrants and the school-wide introduction of pedagogical translanguaging in primary school.Chapters 1, 3, 4 and 8 are free to download as open access publications under a CC BY NC ND licence. You can access them here:Chapter 1: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives. An Introductionby Päivi Juvonen and Marie Källkvist https://zenodo.org/records/5267290#.YSd2vI5KjcsChapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects https://zenodo.org/records/5269023#.YSeV9o5KjcsChapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire https://zenodo.org/records/5269102#.YSjxl45KjIVChapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden https://zenodo.org/records/5269113#.YSjxzI5KjIV

Offers support and guidance to tackle the realities of living in a bi-or multilingual family.This essential guide for parents raising their children multilingually has proved an invaluable source of support and advice in the 20 years since its first publication. An English language teacher, independent researcher and mother of three more-or-less bilingual children, Suzanne Barron-Hauwaert brings her professional and personal experience to this realistic yet inspirational guide to the One-Parent-One-Language approach to childhood bilingualism.The book also contains the experiences of more than 100 families from around the world, reflecting a wide range of languages and cultures. This second edition has been updated to reflect the latest research on childhood language learning and use, and provides parents with suggestions for up-to-date and accessible resources and further reading.

Provides clear and practical advice for parents of multilingual children.Does your family or community speak more than one language? Do you wonder how to help your children successfully learn or keep those languages? Do you want your children to have the gift of bilingualism and aren’t sure where to start – or how to keep going?Every multilingual family has unique language needs. Bilingual Families is a guide for you and your family. It combines academic research with practical advice to cover the essential elements in successful bilingual and multilingual development. Use this book to:Learn about language goals – and how to set themCreate a 'living' family language plan that develops and grows with your familyLearn how to talk about multilingualism with your children and other key people in your children's life, like teachers and relativesRecognise when you might need further supportAn indispensable guide for your family’s language journey.

This book explores alternative approaches to foreign language education in a context which is traditionally dominated by English-only approaches, and widely viewed as highly monolingual. It examines the grassroots classroom practices of teachers and their assistants involved in plurilingual education in the first longitudinal research of its type in the Japanese context. These practices are grounded in depictions of the practitioners’ personal and professional trajectories through explorations of their visual linguistic autobiographies. The holistic ethnography thus deepens understanding of plurilingualism in a hitherto underexplored context, and should be of interest to students and researchers of language teaching, teacher training, language policy, sociolinguistics and plurilingualism.

This book presents the background to the current shift in language education towards action-oriented/action-based teaching, and provides a theorization of the Action-oriented Approach (AoA). It discusses the concepts and theories that paved the way for the AoA and explores their relevance for the way language education is conceived and implemented in the classroom. In the process, it revisits the concept of competence and discusses the dynamic notions of mediation and plurilingualism. The authors explain the way in which the Common European Framework of Reference for Languages (CEFR) and its recent update, the CEFR Companion Volume, broaden the scope of language education, in particular in relation to the actional turn. The book provides scholars and practitioners with a research-informed description of the AoA, explains its implications for curriculum planning, teaching and assessment, and elaborates on its pedagogical implications.

What if my own multilingualism is simply that of one who is fluent in way too many colonial languages?If we are going to do this, if we are going to decolonise multilingualism, let’s do it as an attempt at a way of doing it. If we are going to do this, let’s cite with an eye to decolonising. If we are going to do this then let’s improvise and devise. This is how we might learn the arts of decolonising.If we are going to do this then we need different companions.If we are going to do this we will need artists and poetic activists.If we are going to do this, let’s do it in a way which is as local as it is global; which affirms the granulations of the way peoples name their worlds.Finally, if we are going to do this, let’s do it multilingually.

Hand-in-hand with the continuing drive to recruit international students to Western universities goes an interest in student engagement. However, it is often unclear exactly what is meant by engagement. This book goes beyond the policy rhetoric to provide a practice-based explication of international student engagement and its enabling institutional conditions. By utilising a social practice conceptual model, the book explains the multiple dimensions of engagement that are often conflated in policy: the antecedents to engagement, the actions of engaging, and the achievements and outcomes of engagement. As a result, the book is able to address issues such as how English comes to matter in international student academic practice; the teaching and assessment approaches that promote international student engagement; and the metacognitive, cognitive and affective strategies that international students use to achieve academic and personal transformation.

This book investigates the interplay of language, emotion and gender in a multilingual context and provides rich insights into the complexities of bilingualism and the field of emotion research, as well as the intersection of both. Combining quantitative and qualitative analyses of data, the book examines multilinguals' verbalisation and perception of emotions in their first language and English, their second language (L2). The research looks at crosslinguistic, intercultural and gender-based differences, thereby highlighting the challenges faced by multilinguals in this context and the potential risks of miscommunication and misinterpretation. Results support the call for a change of paradigm towards a holistic approach to multilingualism and emotion research and highlight the similarities and differences in L2 users of English when expressing their emotions in the different languages. The book will appeal to anyone interested in research on emotions in the context of bi-/multilingualism or second language acquisition, as well as those teaching or learning multiple languages.

This book investigates the interplay of language, emotion and gender in a multilingual context and provides rich insights into the complexities of bilingualism and the field of emotion research, as well as the intersection of both. Combining quantitative and qualitative analyses of data, the book examines multilinguals' verbalisation and perception of emotions in their first language and English, their second language (L2). The research looks at crosslinguistic, intercultural and gender-based differences, thereby highlighting the challenges faced by multilinguals in this context and the potential risks of miscommunication and misinterpretation. Results support the call for a change of paradigm towards a holistic approach to multilingualism and emotion research and highlight the similarities and differences in L2 users of English when expressing their emotions in the different languages. The book will appeal to anyone interested in research on emotions in the context of bi-/multilingualism or second language acquisition, as well as those teaching or learning multiple languages.

This fully revised edition provides a comprehensive discussion of how insights and concepts from new materialism and posthumanism might be used in investigating second language learning and teaching in classrooms. Alongside the sociocultural and poststructural perspectives discussed in the first edition, this new book presents insights from new materialism on identity, second language learning and pedagogical practices. This application of new theory deepens our understanding of how minority language background children learn English in the context of their classrooms. The author comprehensively explains the new materiality perspectives and suggests how research from this perspective might provide new insights on second language learning and teaching in classrooms. The book is unique in analysing empirical classroom data from a sociocultural, but also a new materiality perspective, and has the potential to change our understandings of research and pedagogical practices.

This fully revised edition provides a comprehensive discussion of how insights and concepts from new materialism and posthumanism might be used in investigating second language learning and teaching in classrooms. Alongside the sociocultural and poststructural perspectives discussed in the first edition, this new book presents insights from new materialism on identity, second language learning and pedagogical practices. This application of new theory deepens our understanding of how minority language background children learn English in the context of their classrooms. The author comprehensively explains the new materiality perspectives and suggests how research from this perspective might provide new insights on second language learning and teaching in classrooms. The book is unique in analysing empirical classroom data from a sociocultural, but also a new materiality perspective, and has the potential to change our understandings of research and pedagogical practices.

Task-based language teaching is now a well-established pedagogic approach but problematic issues remain, such as whether it is appropriate for all learners and in all instructional contexts. This book draws on the author’s experience of working with teachers, together with his knowledge of relevant research and theory, to examine the key issues. It proposes flexible ways in which tasks can be designed and implemented in the language classroom to address the problems that teachers often face with task-based language teaching. It will appeal to researchers and teachers who are interested in task-based language teaching and the practical and theoretical issues involved.  It will also be of interest to students and researchers working in the areas of applied linguistics, TESOL and second language acquisition.

Task-based language teaching is now a well-established pedagogic approach but problematic issues remain, such as whether it is appropriate for all learners and in all instructional contexts. This book draws on the author’s experience of working with teachers, together with his knowledge of relevant research and theory, to examine the key issues. It proposes flexible ways in which tasks can be designed and implemented in the language classroom to address the problems that teachers often face with task-based language teaching. It will appeal to researchers and teachers who are interested in task-based language teaching and the practical and theoretical issues involved.  It will also be of interest to students and researchers working in the areas of applied linguistics, TESOL and second language acquisition.

Rising enrollments of students for whom English is not a first language mean that every teacher – whether teaching kindergarten or high school algebra – is a language teacher. This book explains what teachers need to know about language in order to be more effective in the classroom, and it shows how teacher education might help them gain that knowledge. It focuses especially on features of academic English and gives examples of the many aspects of teaching and learning to which language is key. This second edition reflects the now greatly expanded knowledge base about academic language and classroom discourse, and highlights the pivotal role that language plays in learning and schooling. The volume will be of interest to teachers, teacher educators, professional development specialists, administrators, and all those interested in helping to ensure student success in the classroom and beyond.

Rising enrollments of students for whom English is not a first language mean that every teacher – whether teaching kindergarten or high school algebra – is a language teacher. This book explains what teachers need to know about language in order to be more effective in the classroom, and it shows how teacher education might help them gain that knowledge. It focuses especially on features of academic English and gives examples of the many aspects of teaching and learning to which language is key. This second edition reflects the now greatly expanded knowledge base about academic language and classroom discourse, and highlights the pivotal role that language plays in learning and schooling. The volume will be of interest to teachers, teacher educators, professional development specialists, administrators, and all those interested in helping to ensure student success in the classroom and beyond.

This book makes a novel contribution to the sociolinguistics of globalization by examining the dynamics between language and social change in the tourism destination of West Street, Yangshuo, China. The author makes use of multiple sources, including ethnographic interviews, tourist literature, public signage and policy documents, to examine how tourist mobilities are embedded in and interact with historical, geographical, social, cultural, economic and semiotic factors in the creation of a ‘global village’. The transformation of West Street is emblematic of changes in Chinese society under globalization, revealing new subjectivities, tensions and struggles inherent in this ongoing process of social change.

This edited book has been compiled in honor of Thomas S.C. Farrell, one of the most distinguished scholars in theorizing and researching language teacher reflection. It examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers’ practices and professional development. The data-driven chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions, and discuss the practical implications of their findings across a variety of policy settings. The book addresses aspects of reflective practice including macro and micro policies and constraints, as well as opportunities in the engagement of reflective practice. In addition, it explores teachers’ identity, cognition, emotion and motivation, areas which are relevant but often not discussed in the literature on reflective practice.

This edited book has been compiled in honor of Thomas S.C. Farrell, one of the most distinguished scholars in theorizing and researching language teacher reflection. It examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers’ practices and professional development. The data-driven chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions, and discuss the practical implications of their findings across a variety of policy settings. The book addresses aspects of reflective practice including macro and micro policies and constraints, as well as opportunities in the engagement of reflective practice. In addition, it explores teachers’ identity, cognition, emotion and motivation, areas which are relevant but often not discussed in the literature on reflective practice.

This book asks what it takes for people to encounter one another ethically when practices, worldviews and imaginations clash. It engages over 40 contributors across geographies, disciplines, art forms and practices in a conversation that touches on topics ranging from the climate catastrophe to the disintegration of the welfare state and the erasure of certain bodies from public spaces. It is concerned with how these ‘big’ questions play out in ‘small’ everyday encounters in classrooms, rehearsal rooms, arts projects, charity events or city markets. The book’s polyphonic text does not present answers to its central questions in the way a typical research publication might do. Instead, it creates a flow and invites the reader to join a conversation. By refusing to deliver an argument, the book opens new possibilities for relating to others in the academy and arts.This book is open access under a CC BY ND licence.

This book asks what it takes for people to encounter one another ethically when practices, worldviews and imaginations clash. It engages over 40 contributors across geographies, disciplines, art forms and practices in a conversation that touches on topics ranging from the climate catastrophe to the disintegration of the welfare state and the erasure of certain bodies from public spaces. It is concerned with how these ‘big’ questions play out in ‘small’ everyday encounters in classrooms, rehearsal rooms, arts projects, charity events or city markets. The book’s polyphonic text does not present answers to its central questions in the way a typical research publication might do. Instead, it creates a flow and invites the reader to join a conversation. By refusing to deliver an argument, the book opens new possibilities for relating to others in the academy and arts.This book is open access under a CC BY ND licence.

Presents a move from static descriptions of policy hierarchies to a dynamic model of actor interaction, a genuinely original analytical lens within the field.This edited volume discusses the actions of key agents in educational policy change, focusing on shifts towards greater use of non-dominant languages in multilingual contexts. It uses Kosonen and Benson’s (2021) language-in-education policy change framework to consider actors, actions and agency at three levels: change from above, below and the side.Chapter authors expand on and critique this framework, applying it to a wide-range of low- and middle-income countries in the Global South and considering a diverse selection of actors including academics, NGOs, advocacy groups, teachers, communities and local governments. Taking a critical look at policymaking in multilingual settings, this book explores policy timelines, trajectories of change and implications for sustainable implementation of multilingual education.This volume will be of particular interest to researchers and practitioners working in the fields of international and comparative education and language policy and planning.This book is open access under a CC BY NC ND licence.

Experiences of not understanding and not being understood during interactions are a pervasive aspect of life for many deaf people, so ensuring understanding becomes a moral imperative in deaf worlds and part of deaf ontologies. Through a series of linked applied linguistics studies regarding the primacy of text, signing songs, the mediation practices of deaf interpreters and Caribbean deaf epistemologies of language and understanding, this book outlines theoretical and methodological approaches to analyzing deaf people’s experiences of understanding and being understood. These are grounded in a Continental philosophy of language and qualitative methods including autoethnography, interpretative interviews and phenomenology. The book explores issues surrounding linguistic and semiotic repertoires; access and affordances; orientation, sociality and power; and mediated communication. Ultimately, it reveals both the workings of epistemic injustice related to deaf signers and ways of understanding and being understood that extend beyond named languages.

Reconceptualizes virtual exchange as a vehicle for humanizing education, expanding global perspectives and fostering values of inclusion and non-discrimination.This book brings a justice-oriented focus to virtual exchange, highlighting how equity, inclusion and critical awareness can be meaningfully integrated into global learning environments.The chapters in this book illuminate the intertwined nature of identity, language and power, shedding light on how these elements can perpetuate deficit narratives and structural inequality within virtual exchanges. To counter this, readers are introduced to diverse justice-based perspectives, frameworks, protocols, case studies and materials that support the design and facilitation of critical virtual exchange experiences.The chapters engage with issues including partnerships and collaborations between the Global North and South, dialogue amid conflict and war, and the use of varieties of English and practices to foster student agency and collective accountability. Each chapter includes practical case studies and critical discussion questions designed for teacher education, facilitator training and professional development in culturally diverse classrooms.

Reconceptualizes virtual exchange as a vehicle for humanizing education, expanding global perspectives and fostering values of inclusion and non-discrimination.This book brings a justice-oriented focus to virtual exchange, highlighting how equity, inclusion and critical awareness can be meaningfully integrated into global learning environments.The chapters in this book illuminate the intertwined nature of identity, language and power, shedding light on how these elements can perpetuate deficit narratives and structural inequality within virtual exchanges. To counter this, readers are introduced to diverse justice-based perspectives, frameworks, protocols, case studies and materials that support the design and facilitation of critical virtual exchange experiences.The chapters engage with issues including partnerships and collaborations between the Global North and South, dialogue amid conflict and war, and the use of varieties of English and practices to foster student agency and collective accountability. Each chapter includes practical case studies and critical discussion questions designed for teacher education, facilitator training and professional development in culturally diverse classrooms.

Invites readers to undertake active leadership addressing equity in their own contexts.Aimed at educators and community members seeking to build an anti-racist society, this book examines lived teaching and researching experiences which illustrate and challenge the inequities that arise in classrooms with diverse student bodies. The authors draw on the constructs of intersectionality and complexity to examine complex issues of race, language variety, religious practice, educational background, social status, family relationships, institutional and local context and historical memory.Through honest and transparent reflection on actual experiences the book invites readers to bravely acknowledge the political and practical constraints they face, critically assess their own practice, and from this develop authentic pedagogies and relevant practical actions to better serve the communities within which they live and work. Readers seeking to build an anti-racist society will benefit from these inspirational narratives of courage in the face of inequities in daily life, classrooms and communities.

Invites readers to undertake active leadership addressing equity in their own contexts.Aimed at educators and community members seeking to build an anti-racist society, this book examines lived teaching and researching experiences which illustrate and challenge the inequities that arise in classrooms with diverse student bodies. The authors draw on the constructs of intersectionality and complexity to examine complex issues of race, language variety, religious practice, educational background, social status, family relationships, institutional and local context and historical memory.Through honest and transparent reflection on actual experiences the book invites readers to bravely acknowledge the political and practical constraints they face, critically assess their own practice, and from this develop authentic pedagogies and relevant practical actions to better serve the communities within which they live and work. Readers seeking to build an anti-racist society will benefit from these inspirational narratives of courage in the face of inequities in daily life, classrooms and communities.

Challenges monolingual and nationalist language frameworks, advocating instead for translingual and diasporic perspectivesThis edited volume examines Filipino language education across diaspora contexts, exploring how migration and sociopolitical conditions shape language use, identity, teaching and maintenance. Addressing a major gap in heritage language education and applied linguistics, it foregrounds the underrepresented work of Filipino language educators and highlights grassroots, community-driven work. It challenges native speakerism and monolingual ideologies to promote more inclusive, dynamic and translingual approaches to Filipino as a diasporic and evolving language, not confined to homeland or Tagalog-centric norms. Through sections on theoretical framing, identity and classroom pedagogy, the book highlights innovative teaching practices, community engagement and the evolving, lived realities of Filipino language across global contexts. It underscores the vitality of Filipino language in the diaspora and will be of interest to language educators, researchers and activists in Filipino language education, sociolinguistics and Philippine studies.

A practical research-backed guide for parents raising children across multiple cultures in a world shaped by digital media.Every day, more families span continents, cultures and languages to raise cross-cultural children. Yet even as media brings us closer than ever, travel restrictions and censorship remind us how fragile these connections can be. Offering real-life stories, strategies and activities, this book explores how diverse families use media, both old and new, to bridge cultures and support their parenting journey. We meet children who balance frequent moves with staying in touch with a distant homeland. We encounter parents navigating multiple languages under one roof. We hear from relatives determined to keep in touch despite the challenges involved. We learn that media remains a vital tool that helps all these cross-cultural families stay connected – through shared recipes that conjure memories, video calls that span time-zones, popular culture that reflects a family's blended identity, and more. This is a book for anyone preparing for or living the realities of cross-cultural parenting.

A practical research-backed guide for parents raising children across multiple cultures in a world shaped by digital media.Every day, more families span continents, cultures and languages to raise cross-cultural children. Yet even as media brings us closer than ever, travel restrictions and censorship remind us how fragile these connections can be. Offering real-life stories, strategies and activities, this book explores how diverse families use media, both old and new, to bridge cultures and support their parenting journey. We meet children who balance frequent moves with staying in touch with a distant homeland. We encounter parents navigating multiple languages under one roof. We hear from relatives determined to keep in touch despite the challenges involved. We learn that media remains a vital tool that helps all these cross-cultural families stay connected – through shared recipes that conjure memories, video calls that span time-zones, popular culture that reflects a family's blended identity, and more. This is a book for anyone preparing for or living the realities of cross-cultural parenting.