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.
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