Multilingual Education in Global Contexts
An Essential Guide for Teachers
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- Description
- Contents
- About
Although there is an extensive body of literature on bilingual education, much of it falls short in addressing the increasingly multilingual realities of today’s classrooms. Multilingual Education in Global Contexts responds to the urgent need for teachers, policymakers, and educators to navigate these complex contexts with sensitivity, reflexivity, and a strong commitment to equity and social justice.
This book presents state-of-the-art content, discussing the latest disciplinary and interdisciplinary issues in the field of bi/multilingual education. The book is divided into three major sections, which cover a wide variety of topics; principles and policies of multilingual education, preparation for teaching in multilingual education contexts, and practices in multilingual education contexts.
Each of these sections brings together a global team of internationally renowned scholars and provides a state-of-the-art overview of the origins and evolution, current research, and future directions in multilingual education. They consider the diverse theoretical foundations, central themes, main findings, and practical applications. Authors write in accessible language to reach a wide audience of researchers, teacher educators, ESOL teachers, and general education teachers.
Chapter 1. Principles, Policies, Practices, and Professional Preparation for Multilingual Education in Global Contexts; Taisa Pinetti Passoni, Luciana C. de Oliveira, and Michele Salles El Kadri
- Section 1. Principles and Policies of Bi/Multilingual Education
- Chapter 2. Contextualizing Multilingualism in Schooling: Why It Matters for Policy, Practice, and Society; Ester J. de Jong, Lourdes Ortega, and Dudley Reynolds
- Chapter 3. Critical Praxis as a Foundational and Messy Principle of Multilingual Education; Andrew H. Hurie, Enrique David Degollado, and Deborah Palmer
- Chapter 4. A Critical Look at the Principles of Bilingual Education: A Call to Embrace Educators’ and Learners’ Subjectivities; Ivian Destro Boruchowski and Ryan W. Pontier
- Chapter 5. The Science of Reading for Multilingual Learners: Concerns and Implications for Policy and Practice; Brenda Sarmiento-Quezada, Dafne Zanelli, and Wayne E. Wright
- Section 2. Practices in Bi/Multilingual Education Contexts
- Chapter 6. Con Esperanza: Fostering Pedagogies of Hope to Promote and Support Linguistic Diversity in Dual Language Bilingual Education (DLBE) Classrooms; Katherine Barko-Alva and Maria Pia Oelrich
- Chapter 7. Designing Multilingual Education through Engaged Multiliteracy and Social Activity; Fernanda Liberali and Clarissa Liberali
- Chapter 8. The Translanguaging Learning Movement Framework: Bridging Cultures and Languages in Migrant Education; Anamaria Welp, Eduardo Sampaio, Fernanda Mainardi, Igor Armindo Rockenbach, Norberto Niclotti Catuci, Rafael Gomes Rosa, and Rafaela Potrich
- Chapter 9. Applying a Language-Based Approach to Content Instruction (LACI) with Bilingual Picture Books: A Lesson Plan for Bi/Multilingual Education; Jia Gui, Luciana C. de Oliveira, Georgia Heyward, and Tara Willging
- Chapter 10. Monolingual Teaching Materials in Multilingual Contexts: Reflections on the Importance of Adapting Resources; Patrícia de Oliveira Lucas and Camila Höfling
- Section 3. Preparation for Teaching in Bi/Multilingual Education Contexts
- Chapter 11. Developing a Critical Stance on Monoglossic Ideologies: An Experience in Teacher Education for Bilingual Schools; Antonieta Megale
- Chapter 12. Preparing Teachers as Change Agents in Multilingual Education; Maria Dantas-Whitney and Kristen L. Pratt
- Chapter 13.Critical Interculturality as a Springboard for Critical Bilingual Education: Expansive Learning in a Teacher Education Initiative in a Public Bilingual School; Michele Salles El Kadri and Pedro Américo Rodrigues Santana
- Chapter 14. Teachers’ Perceptions of Developing Competencies for Bilingual Teaching: Evidence from In-Service Professional Learning in a Brazilian Public School; Michele Salles El Kadri, Taisa Pinetti Passoni, and Thaísa Zancopé
Taisa Pinetti Passoni, Ph.D., is an Associate Professor in the Department of Languages (English Language area) at the Federal University of Technology - Paraná (UTFPR), Brazil.
Luciana C. de Oliveira, Ph.D., is a Professor in the Department of Teaching and Learning at Virginia Commonwealth University, USA.
Michele Salles El Kadri, Ph.D., is an Associate Professor in the Department of Modern Foreign Languages at the State University of Londrina (UEL), Brazil, and a National Council of Scientific and Technological Development (CNPq) Productive Fellow.