Situated on the cutting edge of theory and classroom practice, this volume highlights transdisciplinary and interdisciplinary research in language education and other disciplines and epistemological spaces. The authors provide insights from language education and its potential to connect with a broad range of disciplinary traditions that include medicine, literature, fine arts, mathematics, and more. This forward-looking text addresses contemporary themes of social justice, intercultural citizenship, and antiracism throughout. Chapters provide educational research examples that can be applied in innovative ways to extend beyond traditional disciplinary boundaries. Language applications included are ESOL, Spanish, German, and Russian, with implications for both commonly and less commonly taught languages. Novice and experienced educators alike will benefit from the rigorous discussion of practice and contemporary theoretical issues. Book Features: Represents a range of research methods and practical approaches that integrate language acquisition with academic content. Shows best practices for conducting transdisciplinary and interdisciplinary research and how it can enrich language education as a whole. Addresses contemporary topics such as language policy, STEM education, integrative teaching, content area education, arts integration, and White supremacy culture. Offers creative and collaborative approaches for reaching beyond the ordinary conventions of TESOL and foreign/world language education.

In the United States and in various nations throughout the world, immigrants seeking temporary or permanent residence are increasing in numbers. This comparative study surveys the educational policies and practices in response to language diversity in a dozen nations, and draws from them lessons for a more effective "whole-school" approach.
Policies and practices are discussed in the context of political debate within the minority communities and in the wider society of each nation; the competing claims of integration and of language and cultural maintenance are taking widely differing forms in the nations studied and among the various minority communities. Perspectives from sociology, cultural anthropology, sociolinguistics, political science, and research on school effectiveness are brought to bear. Some of the groups included are: Turks, Moroccans and Algerians, refugees from the former Yugoslavia, various nationalities of Spanish speakers, Greeks, Italians, Haitians, Surinamese and Jamaicans, Indians, Pakistanis, Bangladeshis and Sri Lankans, Vietnamese and Cambodians. Nations emphasized are those of Western Europe, the United Kingdom, and the United States. The concern is with children who are marked both by the linguistic and cultural differences between their homes and schools, and by the low status of their parents and their ethnic identities in the host society.
Chapters explore principal controversies; the current status of immigration to the OECD nations; indigenous language minority groups; the complex relationships immigrants develop with host societies, homelands, and ethnic communities; maintenance or abandonment of native language; programs, classroom practices, and policy implications.