Migration, Multilingualism and Education

Latisha Mary is an associate professor in the INSPÉ-Faculty of Education and Lifelong Learning at the University of Strasbourg, France. Ann-Birte Krüger is an associate professor in the INSPÉ Besançon- Faculty of Education and Lifelong Learning at the University of Bourgogne Franche-Comté, France.Andrea S. Young is a professor in the INSPÉ-Faculty of Education and Lifelong Learning at the University of Strasbourg, France.

• ContributorsAcknowledgementsPart 1: Ideology Drives Policy: Rethinking InclusionChapter 1. Christine Hélot: Pushing Back Monoglossic Ideologies of Language: Towards Transformative and Inclusive Pedagogies for 21st Century Multilingual Classrooms     Chapter 2. Judith Purkarthofer: Lines of Exclusion and Possibilities of Inclusion: A Tale of Two Schools in AustriaRenata Emilsson Peskova: The Value of Languages in a Multilingual ClassroomChapter 3: Julie A. Panagiotopoulou, Lisa Rosen and Jenna Strzykala: Multilingual Teachers Meet Recently Arrived Students: Language Ideologies and Practices in Preparatory Classes in GermanyMaryse Adam-Maillet: Supporting Plurilingual Students through Building Professional Educational NetworksChapter 4. Nathalie Thomauske: Parents Speaking Other Languages in Early Childhood Settings: A 'Language Barrier' for Building an Inclusive Partnership of Education Between Practitioners and Parents?    Marie-Claire Simonin: Establishing A Relationship of Trust Between Parents and SchoolChapter 5. Kirsten Rosiers: ‘Dutch if Possible, and Also When It’s Not’: The Inclusion of Multilingualism in Declared, Perceived and Practiced Language Policies in a Brussels Secondary SchoolJordan Foster: The Importance of Supporting Students’ First Languages: Avoiding Unintended ConsequencesChapter 6. Junko Majima and Chiho Sakurai: A Longitudinal Study of Emergent Bilinguals among Chinese Pupils at a Japanese Public School: A Focus on Language Policies and Inclusion Andy Hancock: Inclusive Practices in Multilingual Schools         Chapter 7. Latisha Mary and Andrea S. Young: ‘To Make Headway You Have to Go Against the Flow’: Resisting Dominant Discourses and Supporting Emergent Bilinguals in a Multilingual Pre-School in FranceFrederike Groothoff: From a Monolingual to a Multilingual Approach in Primary Schools in The NetherlandsChapter 8. Stéphanie Galligani and Diana-Lee Simon: Rethinking Inclusion: A Case Study of an Innovative University Diploma for Refugee Students in Grenoble (France)Samúel Lefever: The Empowering Role of TeachersPart 2: 'Actuality Implies Possibility’: New Practices of InclusionChapter 9. Roula Kitsiou, Sofia Tsioli, George Androulakis and Inaam Alibrahim: Experiences, Challenges and Potential of Implementing a Participatory Approach to Designing Educational Material for and with Refugee Women in GreeceSylvie Birot-Freyburger: Recognising Parents as a ResourceChapter 10. Maite T. Sánchez and Ivana Espinet: Transforming Our Classrooms to Embrace Students’ Multilingualism Through Translanguaging PedagogyJoy Pénard: Monolingualism as a Cure for Language Disorder?        Chapter 11.  Timea Kádas Pickel: ‘Spaces of Power, Spaces of Resistance’: Identity Negotiation Through Autobiography with Newcomer Immigrant StudentsKia Kimhag: Understanding, Adapting and Being Noticed in a New School ContextChapter 12. Vicky Macleroy: Framing Critical Perspectives on Migration, Fairness and Belonging Through the Lens of Young People’s Multilingual Digital Stories           Marie-Paule Lory: A Non-Traditional Approach to Listening to Students' VoicesChapter 13. Ann-Birte Krüger and Nathalie Thamin: Inclusion Strategies for Emergent Bilingual Pupils in Pre-School in France: The Importance of the Home-School RelationshipJean Conteh: Funds of Knowledge in Home, School and ResearchChapter 14. Ondine Gage: Teacher Language Awareness: A Personal and Pedagogical Journey   Mayo Oyama: Awakening to Languages for Japanese Primary Schools  Chapter 15. Rosa Maria Faneca, Maria Helena Araújo e Sá and Sílvia Melo-Pfeifer: Fostering More Inclusive Linguistic Practices in Portuguese Classrooms: Is Teacher Education the Key for Integrating Heritage Languages?    Kathelijne Jordens: Suitably Equipped: Towards Confidently Handling a Multicultural ClassChapter 16. Jim Cummins: Pedagogies of Powerful Communication: Enabling Minoritized Students to Express, Expand and Project Identities of CompetenceGlossaryIndex

Brilliantly framed at beginning and end by two powerhouse scholars in multilingual education, this volume addresses central questions of how learners’ own languages (or language varieties), cultural practices and identities can be included in pedagogical approaches that challenge an overarching monolingual habitus. The chapters are interspersed with brief personal testimonies, giving life to the agency of educators who find ways, even in the most constrained and debilitating of spaces, to celebrate and build on the richly diverse repertoires of learners.