Language Policy for the Multilingual Classroom Pedagogy of the Possible
Produktdetaljer
Biografisk notat
Christine Hélot is a professor of English and teacher educator at the University of Strasbourg in France. She holds a PhD in Applied Linguistics from Trinity College (Dublin). She has published several books and numerous articles both in French and English on bilingualism and bilingual education, language education policies, language awareness and intercultural education.
Muiris Ó Laoire is a Senior Lecturer at the Institute of Technology, Tralee, Ireland. A graduate of the National University of Ireland, he is author of books, textbooks and several articles and chapters on multilingualism, bilingualism language policy and pedagogy.
Language Policy for the Multilingual Classroom Pedagogy of the Possible
<p>In this book, Hélot and O’Laoire fill the gaps that Hélot has so well identified in the past with possibilities - possibilities to educate for social equity and plurilingualism. But instead of arguing for top-down language education policies, Hélot and O’Laoire open possibilities in the ecology of classrooms through the agency of teachers and students. Focusing on pedagogies of the possible, this book is ground-breaking in its ecological approach that will appeal to scholars, policy makers and educators alike.</p>
- Ofelia Garcia,
<p>Language Policy for the Multilingual Classroom clearly shows how classroom pedagogies in different parts of the world can build on the resources of multilingual learners. This volume is an excellent contribution to the field of multilingualism in general and to multilingual education in particular.</p>
- Jasone Cenoz, University of the Basque Country,
With contributions from leading scholars all around the world, this volume underlines the ever-pressing need for new language in education policies to include all learners’ voices in the multilingual classroom and to empower teachers to develop responsive and transformative pedagogies. Using testimonies, narratives and examples from different international contexts, this book points clearly to what can be achieved practically in the multilingual classroom so that multilingual learners’ voices are legitimated, while also addressing the complex inter-relating sociolinguistic issues around the promotion of bilingualism and multilingualism in education.
The book explores the way our traditionally monolingual school systems are being challenged by students from diverse language backgrounds, forcing educationalists to question entrenched ideologies of language and challenging teachers in their everyday classrooms to rethink their relationships to language learning and the issue of diversity.
PART 1. THE ECOLOGY OF THE MULTILINGUAL CLASSROOM: FROM COMPLEXITY TO PEDAGOGY
1A Perspectives on the learners
Angela Creese and Adrian Blackledge: Ideologies and Interactions in Multilingual Education: What can an Ecological Approach Tell us about Bilingual Pedagogy?
Carola Mick: Heteroglossia in a Multilingual Learning Space: Approaching Language beyond “Lingualisms”
Christine Hélot: Children’s Literature in the Multilingual Classroom: Developing multilingual literacy acquisition
Anne Marie De Mejía: Multilingualism and Pedagogical Practices in Colombia’s Caribbean Archipelago
1B: Perspectives on the teachers
Kate Menken, Alexander Funk and Tatyana Kleyn: Teachers at the Epicenter: Engagement and Resistance in a Biliteracy Program for “Long-Term English Language Learners” in the U.S.
Bernadette O’ Rourke: Negotiating Multilingualism in an Irish Primary School Context Pierrot Ngomo: Exploring New Pedagogical Approaches in the Context of Multilingual Cameroon
PART II: DECONSTRUCTING THE MYTH OF MONOLINGUALISM Perspectives on Identities, Ideologies and Politics
Ute Walker : Linguistic Diversity as a Bridge to Adjustment: Making the Case for Bi/multilingualism as a Settlement Outcome in New Zealand
Michael Clyne: Three is too many in Australia: Questioning the Monolingual Mindset
Zvi Bekerman: Integrated Bilingual Education: Ethnographic Case Studies from the Palestinian-Jewish ‘Front’
<p>In this book, Hélot and O’Laoire fill the gaps that Hélot has so well identified in the past with possibilities - possibilities to educate for social equity and plurilingualism. But instead of arguing for top-down language education policies, Hélot and O’Laoire open possibilities in the ecology of classrooms through the agency of teachers and students. Focusing on pedagogies of the possible, this book is ground-breaking in its ecological approach that will appeal to scholars, policy makers and educators alike.</p>
- Ofelia Garcia,
<p>Language Policy for the Multilingual Classroom clearly shows how classroom pedagogies in different parts of the world can build on the resources of multilingual learners. This volume is an excellent contribution to the field of multilingualism in general and to multilingual education in particular.</p>
- Jasone Cenoz, University of the Basque Country,
With contributions from leading scholars all around the world, this volume underlines the ever-pressing need for new language in education policies to include all learners’ voices in the multilingual classroom and to empower teachers to develop responsive and transformative pedagogies. Using testimonies, narratives and examples from different international contexts, this book points clearly to what can be achieved practically in the multilingual classroom so that multilingual learners’ voices are legitimated, while also addressing the complex inter-relating sociolinguistic issues around the promotion of bilingualism and multilingualism in education.
The book explores the way our traditionally monolingual school systems are being challenged by students from diverse language backgrounds, forcing educationalists to question entrenched ideologies of language and challenging teachers in their everyday classrooms to rethink their relationships to language learning and the issue of diversity.
PART 1. THE ECOLOGY OF THE MULTILINGUAL CLASSROOM: FROM COMPLEXITY TO PEDAGOGY
1A Perspectives on the learners
Angela Creese and Adrian Blackledge: Ideologies and Interactions in Multilingual Education: What can an Ecological Approach Tell us about Bilingual Pedagogy?
Carola Mick: Heteroglossia in a Multilingual Learning Space: Approaching Language beyond “Lingualisms”
Christine Hélot: Children’s Literature in the Multilingual Classroom: Developing multilingual literacy acquisition
Anne Marie De Mejía: Multilingualism and Pedagogical Practices in Colombia’s Caribbean Archipelago
1B: Perspectives on the teachers
Kate Menken, Alexander Funk and Tatyana Kleyn: Teachers at the Epicenter: Engagement and Resistance in a Biliteracy Program for “Long-Term English Language Learners” in the U.S.
Bernadette O’ Rourke: Negotiating Multilingualism in an Irish Primary School Context Pierrot Ngomo: Exploring New Pedagogical Approaches in the Context of Multilingual Cameroon
PART II: DECONSTRUCTING THE MYTH OF MONOLINGUALISM Perspectives on Identities, Ideologies and Politics
Ute Walker : Linguistic Diversity as a Bridge to Adjustment: Making the Case for Bi/multilingualism as a Settlement Outcome in New Zealand
Michael Clyne: Three is too many in Australia: Questioning the Monolingual Mindset
Zvi Bekerman: Integrated Bilingual Education: Ethnographic Case Studies from the Palestinian-Jewish ‘Front’
Produktdetaljer
Biografisk notat
Christine Hélot is a professor of English and teacher educator at the University of Strasbourg in France. She holds a PhD in Applied Linguistics from Trinity College (Dublin). She has published several books and numerous articles both in French and English on bilingualism and bilingual education, language education policies, language awareness and intercultural education.
Muiris Ó Laoire is a Senior Lecturer at the Institute of Technology, Tralee, Ireland. A graduate of the National University of Ireland, he is author of books, textbooks and several articles and chapters on multilingualism, bilingualism language policy and pedagogy.