Multilingual Approaches for Teaching and Learning outlines the opportunities and challenges of multilingual approaches in mainstream education in Europe. The book, which draws on research findings from several officially monolingual, bilingual, and multilingual countries in Europe, discusses approaches to multilingual education which capitalise on students’ multilingual resources from early childhood to higher education. This book synthesises research on multilingual education, relates theory to practice, and discusses different pedagogical approaches from diverse perspectives.
The first section of the book outlines multilingual approaches in early childhood education and primary school, the second looks at multilingual approaches in secondary school and higher education, and the third examines the influence of parents, policy-makers, and professional development on the implementation and sustainability of multilingual approaches. The book demonstrates that educators can leverage students’ multilingualism to promote learning and help students achieve their full potential.
This book will be of great interest to academics, researchers, and postgraduate students in the fields of language education, psychology, sociolinguistics, and applied linguistics.
Table of Contents
1. Introduction: Multilingual approaches for teaching and learning, Joana Duarte, Claudine Kirsch
Part 1: Multilingual approaches in early childhood education and primary school
2. Translanguaging pedagogies in early childhood education in Luxembourg: theory into practice, Claudine Kirsch
3. Multilingual teaching practices in primary classrooms in Germany: language comparisons, Anouk Ticheloven, Trang Schwenke-Lam, Sara Fürstenau
4. What is effective pedagogy for multilingual learners? Observations of teaching that challenges inequity. The OPETAN project in England, Ratha Perumal, Naomi Flynn, Kara Mitchell Viesca, Hanna Ennser-Kananen, and Sara Routarinne
Part 2: Multilingual approaches in secondary school
5. Multilingual interaction in secondary education in the Netherlands: multilingualism to learn or learning to act multilingually?Joana Duarte and Mirjam Günther-van der Meij
6. Intercomprehension in the mainstream language classroom at secondary school level: how online multilingual interaction fosters foreign language learning, Sílvia Melo-Pfeifer
7. Research on intercomprehension in Germany: from theory to school practice and vice versa, Claudia Polzin-Haumann, Christiane Reissner
8. Multilingual assessment: beliefs and practices of geography teachers, Fauve De Backer, Eva De Cooman, Stef Slembrouck, and Piet Van Avermaet
Part 3: Actors and factors influencing the implementation of multilingual approaches
9. Exploring the partnership between language minority parents and professionals in early childhood education and care. A systematic review, Rachida Aghallaj, Anouk Van Der Wildt, Michel Vandenbroeck, and Orhan Agirdag
10. Parental cooperation in early childhood education in Germany – bridging language barriers in multilingual settings, Tanja Salem, Janne Braband, and Drorit Lengyel
11. Language policy, professional development and sustainability of multilingual approaches, Claudine Kirsch, Joana Duarte, and Åsa Palviainen
Claudine Kirsch is Associate Professor at the University of Luxembourg in the Faculty of Humanities, Education and Social Sciences.
Joana Duarte is Assistant Professor at the University of Groningen in the Faculty of Arts and Professor at the NHL Stenden University of Applied Sciences, the Netherlands.