Redirecting the Flow of Knowledge Across Languages and Cultures

Claudia Finkbeiner is Professor at the University of Kassel, Germany. Her expertise includes language awareness, literacy development, intercultural communication, artificial intelligence, and virtual reality as well as CLIL.Rahat Zaidi is Research Professor and head of the Brooks & County of Newell Centre for Local Language Learners at the Werklund School of Education at the University of Calgary, Canada. Her research expertise focuses on multilingual literacies that clarify intersectional understandings across sociophobia, diversity, immigration, and pluralism.Bettina Buch is Senior associate Professor at the Centre for School and Learning, University College Absalon, Denmark. Her research focuses on subject-specific literacy and linguistic awareness in primary and secondary schools.

• Foreword. Arlette Willis Chapter 1. Language, Culture, and Privilege: Aligning the ABC’s and Identity Texts; Claudia Finkbeiner and Rahat Zaidi Chapter 2. Constructions of Cultural Identity in the Primary Foreign Language Classroom; Maria Sussex Chapter 3. Multilingualism in Teacher Training and Primary Education: Working on Case Vignettes With the ABC Model; Saskia Becker, Julia Kern, and Friederike Heinzel Chapter 4. Life Stories in the Present and Past: An Empirical Study With Generation Tandems; Claudia Finkbeiner and Yvonne Hesse Chapter 5. Using the ABC’s Model to Understand Transcultural and Transgenerational Practices in a Multicultural Context; Zahra Golneshan and Marigona Morina Chapter 6. Beyond Fact-Focused Instruction: Advancing Classroom Practice in Global Citizenship Education; Mary Masterson Chapter 7. Literacy Teacher Preparation for Equity and Diversity: Facilitating Teacher Candidates’ Reflection; Chinwe Ikpeze Chapter 8: Cultivating Critical Awareness: Affordances of a Transraciolinguistic Approach; Patriann Smith and Tala Karkar Esperat Chapter 9. Experiencing Processes of Culture Construction and Culture Contact Through the Textual Culture Puzzle; Jennifer Schluer Chapter 10. Language Awareness and Cultural Awareness in the Subject Danish: Learning Opportunities for Students With Danish as L2; Sofia Esmann Busch and Bettina Buch Chapter 11. Linguistic and Cultural Awareness in Learning Materials for Teaching Chinese L2 and Danish L2; Bettina Buch and Tingting Liu Chapter 12. Culturally Responsive/Sustaining Pedagogy Disrupted? Repositioning K–12 Education Post Pandemic; Chinwe Ikpeze and Sue Schultz Afterword. Patricia Edwards

This book reminds us that language teaching and learning is always an intercultural and intergenerational gift - an exchange of biographies and risky life journeys, of educational possibilities and hope.