Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings : : Pedagogical Implications / / ed. by Anna Krulatz, Georgios Neokleous, Anne Dahl.

• Superior document: Title is part of eBook package: De Gruyter DG Plus PP Package 2022 Part 2
• MitwirkendeR: Allgäuer-Hackl, Elisabeth,; Angelovska, Tanja,; Armostis, Spyros,; Christison, MaryAnn,; Dahl, Anne,; Duarte, Joana,; Falk, Ylva,; Grima, Antoinette Camilleri,; Hanssen, Jessica Allen,; Ibrahim, Nayr,; Knoph, Rebecca,; Kopečková, Romana,; Krulatz, Anna,; Lindahl, Kristen,; Lindqvist, Christina,; Margana, Margana,; Mayr, Gisela,; Megens, Manon,; Meij, Mirjam Günther-van der,; Myklevold, Gro-Anita,; Neokleous, Georgios,; Palmer, Adrian S.,; Poarch, Gregory,; Prilutskaya, Marina,; Rasman, Rasman,; Sevinç, Yeşim,; Tai Huynh, Ngoc,; Thomas, Angela,; To, Vinh,; Torgersen, Eivind,; Travers, Will,; Tsagari, Dina,; Yamada, Mieko,
• HerausgeberIn: Dahl, Anne,; Krulatz, Anna,; Neokleous, Georgios,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2022]; ©2022
• Year of Publication: 2022
• Language: English
• Series: New Perspectives on Language and Education ; 100
• Physical Description: 1 online resource (376 p.)

This book promotes linguistically responsive foreign language teaching practices in multilingual contexts. It advances a discussion of how best to connect the acquisition of subsequent foreign languages with previous language knowledge, and how to strengthen the connection between research and foreign language teaching practice.

Table of Contents

Frontmatter -- Contents -- Figures and Tables -- Acknowledgements -- Acronyms -- Contributors -- Introduction -- Part 1: Towards a Multilingual Paradigm in Foreign Language Education -- 1 Multilingual Approaches to Additional Language Teaching: Bridging Theory and Practice -- 2 Mainstreaming Multilingualism in Education: An Eight-Ds Framework -- 3 Enhancing Foreign Language Teachers’ Use of Multicultural Literature with an Analytical Framework for Interpreting Picturebooks about East Asian Cultures -- Part 2: Languaging Practices in Multilingual Classrooms -- 4 The Multilingual Language Classroom: Applying Linguistically Diverse Approaches for Handling Prior Languages in Teaching English as a Third Language -- 5 ‘There Are Many Ways to Integrate Multilingualism’: All-inclusive Foreign Language Education in the Netherlands -- 6 Learning English as a Foreign Language in a Bi(dia)lectal Setting -- 7 Constructing Translanguaging Space in EFL Classrooms in Indonesia: Opportunities and Challenges -- Part 3: Teacher and Learner Perspectives -- 8 Capturing Hybrid Linguistic Repertoires: Learner and In-service Teacher Attitudes towards Translanguaging in Multilingual EAL Classrooms in Cyprus -- 9 Teachers’ Attitudes towards Multilingualism in the Foreign Language Classroom: The Case of French and German in the Swedish Context -- 10 Inside the L3 Classroom: Learner Reflections on University-level Foreign Language Classes for Bilinguals in the United States -- 11 Teaching English as an Additional Language in German Secondary Schools: Pluralistic Approaches to Language Learning and Teaching in Action -- 12 Teaching English in Linguistically Diverse Classrooms in Norway: Teachers’ Beliefs, Practices and Needs in Multilingual Education -- 13 EFL Education for Social Justice: A Study of Japanese EFL Student Teachers’ Perceptions about Diversity and Minority -- Part 4: Innovative Multilingual Pedagogies in Foreign Language Classrooms -- 14 Adopting Pluralistic Approaches when Teaching an Additional Language -- 15 An Applied Perspective on Holistic Multilingual Approaches to Foreign Language Learning and Teaching -- 16 Promoting Multilingualism through Immersion Education: A Case Study in a Thai K-12 International School -- 17 Plurilingual Inputs in Task-based TEFL: A Way of Promoting Inclusion -- 18 The Use of Students’ Linguistic Resources in Teaching English as an Additional Language in Norway: A Study of Writing in Upper Secondary School -- 19 Operationalizing Multilingualism in a Foreign Language Classroom in Norway: Opportunities and Challenges -- Afterword -- Index