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This book highlights the need to develop new educational
perspectives in which multilingualism is valorised and
strategically used in settings and contexts of instruction and
learning. Situated in the current educational debate about
multilingualism and ethno-linguistic minorities, chapter authors
examine the polarised response to heightened linguistic diversity
and how the debate is very much premised on binary views of
monolingualism and multi- or bilingualism. Contributors argue that
the diverse linguistic backgrounds of immigrant and minority
students should be considered an asset, instead of being regarded
as a barrier to teaching and learning. From its title through to
its conclusion, this book underlines the current perspective of
multilingualism as possessing cutting edge potential for
transforming diverse classrooms into more inhabitable, more
equitable and more efficiently organised spaces for learning. This
book will be of interest to scholars and researchers in educational
linguistics, applied linguistics, sociolinguistics, anthropological
linguistics, pedagogics, educational studies, and educational
anthropology.
Within the scope of today's globalisation, linguistic diversity is
a given fact of the world we live in. In several educational
contexts in Europe, language awareness (LA) activities have been
introduced with the objective to prepare pupils cognitively,
socially and/or critically for life as multilingual, open minded
and/or empowered citizens in a diverse world. Despite previous
research in various contexts, the concept of LA remains
problematic: a generally accepted, evidence-based conceptualisation
is missing. This confronts both research and education with a
challenge: in order to develop LA activities, implement them
successfully in educational contexts and achieve the expected
outcomes, we should know what the concept stands for, how it works
and why we would choose to implement it in classrooms (or not).
This volume focuses on three apparent simple questions: what, how
and why? The first question - what? - refers to the concept(ual
mess) of LA. The second question - how? - refers to the
implementation of LA activities in several educational contexts.
The third question - why? - is a recurrent theme running through
all the chapters and deals with a reflection on the way we deal
(un)consciously with LA activities in education.
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