Plurilingual Pedagogies
Critical and Creative Endeavors for Equitable Language in Education
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Beschreibung
This book critically engages with theoretical shifts marked by the ‘multilingual turn’ in applied linguistics, and articulates the complexities associated with naming and engaging with the everyday language practices of bi/multilingual communities. It discusses methodological approaches that enable researchers and educators to observe and interact with these communities and to understand their teaching and learning needs. It also highlights pedagogical approaches and instructional strategies involved with learning and teaching language and/or content curriculum to students across various learning and educational contexts.
The book addresses recent debates on the multi/plural turn in applied linguistics and articulates the limitations of these debates - particularly the absence of discussion of social power relations and contexts in applying different theoretical lenses. It features empirical research from primarily North American classrooms to highlight how plurilingual pedagogies take shape in unique educational contexts, resisting monolingual approaches to language in education. Furthermore, it includes commentary/response pieces from established scholars in dialogue with recent plurilingual research in the field, to put the work in critical perspective within extant theories and literature.This book critically engages with theoretical shifts marked by the ‘multilingual turn’ in applied linguistics, and articulates the complexities associated with naming and engaging with the everyday language practices of bi/multilingual communities. It discusses methodological approaches that enable researchers and educators to observe and interact with these communities and to understand their teaching and learning needs. It also highlights pedagogical approaches and instructional strategies involved with learning and teaching language and/or content curriculum to students across various learning and educational contexts.
The book addresses recent debates on the multi/plural turn in applied linguistics and articulates the limitations of these debates - particularly the absence of discussion of social power relations and contexts in applying different theoretical lenses. It features empirical research from primarily North American classrooms to highlight how plurilingual pedagogies take shape in unique educational contexts, resisting monolingual approaches to language in education. Furthermore, it includes commentary/response pieces from established scholars in dialogue with recent plurilingual research in the field, to put the work in critical perspective within extant theories and literature.Introduces conceptual understanding of language as heteroglossic A unique balance between theory and empirical research in classroom contexts Ties in with the latest developments in plurilingual theories and research Focuses on critical and creative plurilingual endeavors across a range of classrooms
Autor*in
Sunny Man Chu Lau
Themen in »Plurilingual Pedagogies«
second language education/ESL/ bilingual education multiliteracies and multimodalities teacher education ELT and plurilingualism translanguaging for critical bi-literacy Health issues and plurilingualism in the "English" classroom early childhood language education multilingual plurilingual literacies the multilingual turn in applied linguistics learning and instruction bilingualism
Stimmen zu »Plurilingual Pedagogies«
“In Plurilingual pedagogies: Critical and Creative Endeavors for Equitable Language in Education, complementary contributors fluidly navigate discussion of theoretical constructs framed within practical, real-world research in plurilingual settings. Unique in this sense and others, woven throughout the text are commentaries and discussions from pre-eminent scholars in the fields of language acquisition and applied linguistics. Through exploring studies across age levels, the editors skillfully negotiate between critical scholarship and practical application of plurilingual pedagogies. This volume makes a considerable contribution to critical examination of language(s) (in) education.” (Sarah C.K. Moore, University of Maryland, USA)
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