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Full Description
This edited volume delves into the intricate relationships between multilingualism, inclusive education, and social justice. It presents a rich array of interdisciplinary studies that blend both theoretical and practical perspectives.
The authors employ a mixed-methods approach to gather and analyze data from a diverse range of populations, including students, teachers, parents, and language policy experts across various educational levels. The book examines the dynamics of bilingual and multilingual classrooms, as well as Content and Language Integrated Learning (CLIL) environments, emphasizing the importance of linguistic and cultural diversity as valuable educational resources. It draws upon a variety of theoretical and practical approaches from applied linguistics, sociolinguistics, language policy, and education, all centered on the benefits of multilingualism, inclusive education, and social justice.
The work explores the complexities of multilingualism and multiculturalism and their connections to inclusive education and social justice across different geographic regions and educational settings. It adopts a dual approach, examining both theoretical frameworks and practical realities, by incorporating the voices and perspectives of multiple stakeholders. This diverse range of viewpoints sheds light on the roles of family and school involvement in promoting multilingual education, inclusive practices, and social justice.
Contents
Part I: Multilingual, Multicultural and Inclusive Education.- Chapter 1. Multilingual, Multicultural and Inclusive Education in Cyprus, Sviatlana Karpava.- Chapter 2. "Include them, don't exclude them": Voices of transnational youths to claim for inclusive education and social justice, Irasema Mora-Pablo.- Chapter 3. Inclusive Education for Social Justice: Policy and Practice in primary education in Bangladesh, S. M. Akramul Kabir, Mahammad Abul Hasnat .- Part II: Inclusive Multilingual Classrooms:Teacher Training and Preparation.- Chapter 4. Multilingualism and Inclusion in Language Teachers' Pedagogical Practices, Sheri Dion, Harvard T.H. Chan.- Chapter 5, Training intercultural teachers in a CLIL context: a case study in Primary Education, Author: Isabel Alonso-Belmonte.- Chapter 6.The contribution of language autobiography to in-service teacher training: towards personal and professional awareness and reflection, Dimitra Tzatzou.- Part III: Multilingualism: (Family) Language Policy and Education.- Chapter 7. Inequitable learning environments from the lens of emergent multilinguals, Sung Kyung Ahn, Luke Jang.- Chapter 8. Reading, Writing, and the Power of Diverse Literature in Supporting Young Refugees and Asylum Seekers, Pei-Ni Lin Causarano, Antonio Causarano.- Chapter 9. Institutional and Discursive Multilingualism, Maria Yelenevskaya, Ekaterina Protassova.- Part IV: Family Involvement in Multilingual and Heritage Language Education.- Chapter 10. Language-in-education and family language policy: The case of Betawi, Indonesian, and English language in peripheral Jakarta, Indonesia, Irham Irham, Lengga Pradipta, Vita Lutfiah.- Chapter 11. Learning strategies for English language in peripheral Jakarta, Indonesia in the home context: oral speech perspective, Anna Ritter, Tatjana Kurbangulova, Veronika Wald.- Chapter 12. Challenges and contradictions at play in Chinese heritage language maintenance - Experiences of newly arrived immigrant parents from People's Republic of China, Yining Wang.- Chapter 13. Afterword: Multilingualism, Inclusive Education and Social Justice, Sviatlana Karpava.
