This series is founded on the principle that research and practice in content-and-language integration must be conceived of as deeply embedded in pluriculturality and plurilingualism. Plurilingualism is the more recent theoretical term used to indicate the fluidity of plurilingual resources. Responding to the latest development in bilingual and multilingual education around the world, this series proposes a paradigmatic shift in research and pedagogy towards plurilingual education which aims at not only fostering learners’ plurilingual competences but also creating and affirming their plurilingual/pluricultural identities and subjectivities.
The Books in the Series fall under three key strands:
Soft CLIL and English Language Teaching Understanding Japanese Policy, Practice and Implications
Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa
By Makoto Ikeda, Shinichi Izumi, Yoshinori Watanabe, Richard Pinner, Matthew Davis
August 20, 2021
Content and Language Integrated Learning (CLIL) is a transformative and powerful approach to language education and has had a significant impact on educational pedagogy in recent years. Despite burgeoning literature on the efficacy and implementation of CLIL, there remains a gap between CLIL and ...
Edited By Elizabeth J. Erling, John Clegg, Casmir M. Rubagumya, Colin Reilly
July 02, 2021
This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may ...
By Diane J. Tedick, Roy Lyster
December 02, 2019
This book introduces research-based pedagogical practices for supporting and enhancing language development and use in school-based immersion and dual language programs in which a second, foreign, heritage, or indigenous language is used as the medium of subject-matter instruction. Using ...