Migration, Multilingualism and Education : : Critical Perspectives on Inclusion / / ed. by Ann-Birte Krüger, Latisha Mary, Andrea S. Young.

• Superior document: Title is part of eBook package: De Gruyter DG Plus PP Package 2021 Part 2
• MitwirkendeR: Alibrahim, Inaam,; Androulakis, George,; Araújo e Sá, Maria Helena,; Cummins, Jim,; Espinet, Ivana,; Faneca, Rosa Maria,; Gage, Ondine,; Galligani, Stéphanie,; Hélot, Christine,; Kitsiou, Roula,; Krüger, Ann-Birte,; Kádas Pickel, Timea,; Macleroy, Vicky,; Majima, Junko,; Mary, Latisha,; Melo-Pfeifer, Sílvia,; Panagiotopoulou, Julie A.,; Purkarthofer, Judith,; Rosen, Lisa,; Rosiers, Kirsten,; Sakurai, Chiho,; Simon, Diana-Lee,; Strzykala, Jenna,; Sánchez, Maite T,; Thamin, Nathalie,; Thomauske, Nathalie,; Tsioli, Sofia,; Young, Andrea S.,
• HerausgeberIn: Krüger, Ann-Birte,; Mary, Latisha,; Young, Andrea S.,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2021]; ©2021
• Year of Publication: 2021
• Language: English
• Series: New Perspectives on Language and Education ; 91
• Physical Description: 1 online resource (328 p.)
• Other title: Frontmatter --; Contents --; Contributors --; Acknowledgements --; Part 1 Ideology Drives Policy: Rethinking Inclusion --; 1 Pushing Back Monoglossic Ideologies of Language: Towards Transformative and Inclusive Pedagogies for 21st Century Multilingual Classrooms --; 2 Lines of Exclusion and Possibilities of Inclusion: A Tale of Two Schools in Austria --; 3 Multilingual Teachers Meet Recently Arrived Students: Language Ideologies and Practices in Preparatory Classes in Germany --; 4 Parents Speaking Other Languages in Early Childhood Settings: A ‘Language Barrier’ for Building an Inclusive Partnership of Education Between Practitioners and Parents? --; 5 ‘Dutch If Possible, and Also When It’s Not’: The Inclusion of Multilingualism in Declared, Perceived and Practiced Language Policies in a Brussels Secondary School --; 6 A Longitudinal Study of Emergent Bilinguals among Chinese Pupils at a Japanese Public School: A Focus on Language Policies and Inclusion --; 7 ‘To Make Headway You Have to Go Against the Flow’: Resisting Dominant Discourses and Supporting Emergent Bilinguals in a Multilingual Pre-School in France --; 8 Rethinking Inclusion: A Case Study of an Innovative University Diploma Programme for Refugee Students in Grenoble (France) --; Part 2 ‘Actuality Implies Possibility’: New Practices of Inclusion --; 9 Experiences, Challenges and Potential of Implementing a Participatory Approach to Designing Educational Material For and With Refugee Women in Greece --; 10 Transforming Our Classrooms to Embrace Students’ Multilingualism Through Translanguaging Pedagogy --; 11 ‘Spaces of Power, Spaces of Resistance’: Identity Negotiation Through Autobiography with Newcomer Immigrant Students --; 12 Framing Critical Perspectives on Migration, Fairness and Belonging Through the Lens of Young People’s Multilingual Digital Stories --; 13 Inclusion Strategies for Emergent Bilingual Pupils in Pre-School in France: The Importance of the Home-School Relationship --; 14 Teacher Language Awareness: A Personal and Pedagogical Journey --; 15 Fostering More Inclusive Linguistic Practices in Portuguese Classrooms: Is Teacher Education the Key for Integrating Heritage Languages? --; 16 Pedagogies of Powerful Communication: Enabling Minoritized Students to Express, Expand and Project Identities of Competence --; Glossary --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781800412958; 9783110743357; 9783110754001; 9783110753776; 9783110754117; 9783110753882; 9783110743333; 9783110746006
• DOI: 10.21832/9781800412958
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: ed. by Ann-Birte Krüger, Latisha Mary, Andrea S. Young.

This book addresses the question of how equitable and inclusive education can be implemented in heterogeneous classes where learners’ languages and cultures reflect the social reality of mass migration and everyday plurilingualism. The book brings together researchers and practitioners to address language policy and pedagogy.