Judith Buendgens-Kosten is Professor-pro-tem in the Department of English and American Studies at Goethe University Frankfurt, Germany. Her research focuses on CALL in multilingual contexts, language learning with bi- and multilingual media, game-based language learning, multilingual practices in language learning, and dual language books.Daniela Elsner is Professor of foreign language learning and teaching and Director of the Academy of Teacher Education and Research at Goethe University Frankfurt, Germany. Her research focuses on early language learning, bi- and multilingual practices in language learning, multiliteracies, and higher education teaching.

• Judith Buendgens-Kosten and Daniela Elsner: Multilingual CALL: IntroductionMultiliteracies and MCALLChapter 1. Wolfgang Hallet: The Multiple Languages of Digital CommunicationChapter 2. Oliver Meyer, Do Coyle and Kevin Schuck: Learnscaping – Creating Next-Gen Learning Environments for Pluriliteracies GrowthMultilingual TextsChapter 3. Sonja Brunsmeier and Annika Kolb: “I like the character, weil er so richtig funny ist” - Reading Story Apps in the Primary EFL ClassroomChapter 4. Daniela Elsner and Judith Buendgens-Kosten: Awareness Of Multilingual Resources: EFL Primary Students' Receptive Code-Switching During Collaborative ReadingChapter 5. Henriette Dausend: This Is How I Say It! Discourse With Tablets among Multilingual LearnersChapter 6. John Michael Alvarez: Über die Grenzen des einsprachigen Habitus: Application of Computer Assisted Language Learning through Home Language Content in Secondary Level ClassroomsChapter 7. Judith Buendgens-Kosten and Daniela Elsner: Playful Plurilingualism? Exploring Language(S) With the Multilingual Serious Game Melang-EIntercomprehension and CALL  Chapter 8. Manuela Pohl: (A) CALL For Slavic Intercomprehension: The Promotion of Minority Languages in the Modern Foreign Language ClassroomChapter 9. Sílvia Melo-Pfeifer: When Non-Romance Languages Break the Linguistic Contract in Romance Languages Chat Rooms: Theoretical Consequences for Studies on IntercomprehensionMultilingual Online Exchange and Telecollaboration        Chapter 10. Euline Cutrim Schmid: Developing Plurilingual Competence in the EFL Primary Classroom through TelecollaborationChapter 11. Antonie Alm: Advanced Language Learners as Autonomous Language Users on FacebookMCALL and Professional Development of Teachers         Chapter 12. Rae Si‘ilata: Multilingual Digital Translanguaging and Storying With New Zealand Pasifika LearnersChapter 13. Heike Niesen: The Use of Teacher Trainees’ Own and Peer Videos for the Introduction of Multilingual-Sensitive Teaching Approaches In Pre-Service Teacher Training ClassesConcluding Remarks      Afterword: Gabriela Meier: Learning In Multilingually and Digitally Mediated Spaces: The MCALL Approach

Following ‘the multilingual turn’ in SLA and bilingual education approaches, Buendgens-Kosten and Elsner argue cogently for the multicompetences of learners to be acknowledged in CALL. They coin ‘MCALL’ to foreground the pluralism that best reflects the multilingual realities of individual learners, groups and materials. These realities are further highlighted in this collection that shows the breadth of technologies, their affordances and constraints, applied to facilitate the needs and competences of different groups of language learners.