ABSTRACT
Assembling a rich and diverse range of research studies on the role of plurilingualism across a wide variety of teaching and learning settings, this book supports teacher reflection and action in practical ways and illustrates how researchers tease out and analyze the complex realities of their educational environments. With a focus on education policies, teaching practices, training, and resourcing, this volume addresses a range of mainstream and specialized contexts and examines the position of learners and teachers as users of plurilingual repertoires. Providing a close look into the possibilities and constraints of plurilingual education, this book helps researchers and educators clarify and strengthen their understandings of the links between language and literacy and offers them new ways to think more rigorously and critically about the language ideologies that shape their own beliefs and approaches in language teaching and learning.
TABLE OF CONTENTS
part I|50 pages
Plurilingual Language-in-Education Policies
chapter 2|17 pages
Provision, Policy and Reasoning
chapter 3|17 pages
Mother-Tongue-Based Multilingual Education in the Philippines
chapter 4|15 pages
Bypassing Unrepresentative Policies
part II|58 pages
Plurilingual Student Repertoires
chapter 6|18 pages
An Expanded View of Translanguaging
chapter 7|20 pages
Keeping the Plurilingual Insight
part III|56 pages
Plurilingual Classroom Practices and Teacher Perspectives
chapter 8|19 pages
Translingual Innovation within Contact Zones
chapter 9|18 pages
Plurilingualism and Agency in Language Education
part IV|55 pages
Plurilingualism in Higher Education Contexts