Description
Multilingual policies are increasingly important and required in educational settings worldwide, yet a solid experimental body of theory, research, and practice providing guidance for the development of policies is lacking. The Israeli context presented in this book serves as a case study or a model that could be used by bodies or entities seeking to devise a multilingual policy.
The authors begin by addressing the general notion of a multilingual education policy with specific reference to the Israeli context. The book then focuses on specific challenges confronting the new policy that have been explored in empirical studies, and concludes with a proposed framework for a new multilingual education policy related to the core theoretical topics and empirical findings discussed in the previous chapters. This framework includes principles and strategies for implementing the process described in the book in other contexts, ensuring wide applicability and relevance.
Developing Multilingual Education Policies: Theory, Research, Practice is an essential read for all involved in language policy and planning within applied linguistics and education.
Table of Contents
Acknowledgements
Introduction
A journey towards a new multilingual policy
PART One - Language policy, multilingualism, and education
Chapter 1 A new approach to language education policy
Chapter 2 Languages and policy in Israel: History and the present
Chapter 3 Advocating for a new multilingual education policy in Israel
PART Two - From policy challenges to research: Major issues
Chapter 4 Stakeholder’s attitudes and perceptions regarding multilingual education policies
Chapter 5 Testing and assessment of minority students: Language and content
Chapter 6 Incorporating L1 in the context of teaching English as an additional language
Chapter 7 Connecting Jewish and Arab students via Shared Education
Chapter 8 The role of heritage languages in multilingual education policies
Chapter 9 The linguistic landscape as multilingual awareness
PART Three - Conclusions, implementations, and challenges
Chapter 10 Principles of the new multilingual education policy
Chapter 11 Conclusions, challenges, and future directions
References
Appendices
