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Literacy has traditionally been associated with the linguistic and
functional ability to read and write. Although literacy, as a
fundamental issue in education, has received abundant attention in
the last few decades, most publications to date have focused on
monolingual classrooms. Language teacher educators have a
responsibility to prepare teachers to be culturally responsive and
flexible so they can adapt to the range of settings and variety of
learners they will encounter in their careers while also bravely
questioning the assumptions they are encountering about
multilingual literacy development and instruction. The Handbook of
Research on Cultivating Literacy in Diverse and Multilingual
Classrooms is an essential scholarly publication that explores the
multifaceted nature of literacy development across the lifespan in
a range of multilingual contexts. Recognizing that literacy
instruction in contemporary language classrooms serving diverse
student populations must go beyond developing reading and writing
abilities, this book sets out to explore a wide range of literacy
dimensions. It offers unique perspectives through a critical
reflection on issues related to power, ownership, identity, and the
social construction of literacy in multilingual societies. As a
resource for use in language teacher preparation programs globally,
this book will provide a range of theoretical and practical
perspectives while creating space for pre- and in-service teachers
to grapple with the ideas in light of their respective contexts.
The book will also provide valuable insights to instructional
designers, curriculum developers, linguists, professionals,
academicians, administrators, researchers, and students.
This book promotes linguistically responsive foreign language
teaching practices in multilingual contexts by facilitating a
dialogue between teachers and researchers. It advances a discussion
of how to connect the acquisition of subsequent foreign languages
with previous language knowledge to create culturally and
linguistically inclusive foreign language classrooms, and how to
strengthen the connection between research on multilingualism and
foreign language teaching practice. The chapters present new
approaches to foreign language instruction in multilingual
settings, many of them forged in collaboration between foreign
language teachers and researchers of multilingualism. The authors
report findings of classroom-based research, including case studies
and action research on topics such as the functions and
applications of translanguaging in the foreign language classroom,
the role of learners' own languages in teaching additional
languages, linguistically and culturally inclusive foreign language
pedagogies, and teacher and learner attitudes to multilingual
teaching approaches.
This book promotes linguistically responsive foreign language
teaching practices in multilingual contexts by facilitating a
dialogue between teachers and researchers. It advances a discussion
of how to connect the acquisition of subsequent foreign languages
with previous language knowledge to create culturally and
linguistically inclusive foreign language classrooms, and how to
strengthen the connection between research on multilingualism and
foreign language teaching practice. The chapters present new
approaches to foreign language instruction in multilingual
settings, many of them forged in collaboration between foreign
language teachers and researchers of multilingualism. The authors
report findings of classroom-based research, including case studies
and action research on topics such as the functions and
applications of translanguaging in the foreign language classroom,
the role of learners' own languages in teaching additional
languages, linguistically and culturally inclusive foreign language
pedagogies, and teacher and learner attitudes to multilingual
teaching approaches.
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