Language Policy for the Multilingual Classroom: Pedagogy of the Possible

Edited by: Christine Hélot, Muiris Ó Laoire

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ISBN:
9781847695048
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Multilingual Matters
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240
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With contributions from leading scholars all around the world, this volume underlines the ever-pressing need for new language in education policies to include all learners' voices in the multilingual classroom and to empower teachers to develop responsive and transformative pedagogies. Using testimonies, narratives and examples from different international contexts, this book points clearly to what can be achieved practically in the multilingual classroom so that multilingual learners' voices are legitimated, while also addressing the complex inter-relating sociolinguistic issues around the promotion of bilingualism and multilingualism in education.

In this book, Hélot and O'Laoire fill the gaps that Hélot has so well identified in the past with possibilities - possibilities to educate for social equity and plurilingualism. But instead of arguing for top-down language education policies, Hélot and O'Laoire open possibilities in the ecology of classrooms through the agency of teachers and students. Focusing on pedagogies of the possible, this book is ground-breaking in its ecological approach that will appeal to scholars, policy makers and educators alike.

Language Policy for the Multilingual Classroom clearly shows how classroom pedagogies in different parts of the world can build on the resources of multilingual learners. This volume is an excellent contribution to the field of multilingualism in general and to multilingual education in particular.

Christine Hélot is a professor of English and teacher educator at the University of Strasbourg in France. She holds a PhD in Applied Linguistics from Trinity College (Dublin). She has published several books and numerous articles both in French and English on bilingualism and bilingual education, language education policies, language awareness and intercultural education.

Muiris Ó Laoire is a Senior Lecturer at the Institute of Technology, Tralee, Ireland. A graduate of the National University of Ireland, he is author of books, textbooks and several articles and chapters on multilingualism, bilingualism language policy and pedagogy.

PART 1. THE ECOLOGY OF THE MULTILINGUAL CLASSROOM: FROM COMPLEXITY TO PEDAGOGY

1A Perspectives on the learners

Angela Creese and Adrian Blackledge: Ideologies and Interactions in Multilingual Education: What can an Ecological Approach Tell us about Bilingual Pedagogy?

Carola Mick: Heteroglossia in a Multilingual Learning Space: Approaching Language beyond "Lingualisms"

Christine Hélot: Children's Literature in the Multilingual Classroom: Developing multilingual literacy acquisition

Anne Marie De Mejía: Multilingualism and Pedagogical Practices in Colombia's Caribbean Archipelago

1B: Perspectives on the teachers

Kate Menken, Alexander Funk and Tatyana Kleyn: Teachers at the Epicenter: Engagement and Resistance in a Biliteracy Program for "Long-Term English Language Learners" in the U.S.

Bernadette O' Rourke: Negotiating Multilingualism in an Irish Primary School Context Pierrot Ngomo: Exploring New Pedagogical Approaches in the Context of Multilingual Cameroon

PART II: DECONSTRUCTING THE MYTH OF MONOLINGUALISM Perspectives on Identities, Ideologies and Politics

Ute Walker : Linguistic Diversity as a Bridge to Adjustment: Making the Case for Bi/multilingualism as a Settlement Outcome in New Zealand

Michael Clyne: Three is too many in Australia: Questioning the Monolingual Mindset

Zvi Bekerman: Integrated Bilingual Education: Ethnographic Case Studies from the Palestinian-Jewish 'Front'

Postgraduate, Research / Professional, Undergraduate
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