Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings, livre ebook

Offers fresh approaches to foreign language teaching in multilingual settings based on teacher-researcher partnerships

This book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners’ own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.

Figures and Tables

Acknowledgements

Acronyms

Contributors



Introductions



Part 1: Towards a Multilingual Paradigm in Foreign Language Education

Chapter 1. Anna Krulatz, Georgios Neokleous and Anne Dahl: Multilingual Approaches to Additional Language Teaching: Bridging Theory and Practice

Chapter 2. Nayr Ibrahim: Mainstreaming Multilingualism in Education: An Eight-Ds Framework

Chapter 3. Ngoc Tai Huynh, Angela Thomas and Vinh To: Enhancing Foreign Language Teachers’ Use of Multicultural Literature with an Analytical Framework for Interpreting Picturebooks about East Asian Cultures

Part 2: Languaging Practices in Multilingual Classrooms

Chapter 4. Tanja Angelovska: The Multilingual Language Classroom: Applying Linguistically Diverse Approaches for Handling Prior Languages in Teaching English as a Third Language 

Chapter 5. Mirjam Günther-van der Meij and Joana Duarte: ‘There are Many Ways to Integrate Multilingualism’: All-inclusive Foreign Language Education in the Netherlands

Chapter 6. Spyros Armostis and Dina Tsagari: Learning English as a Foreign Language in a Bi(dia)lectal Setting 

Chapter 7. Rasman Rasman and Margana Margana: Constructing Translanguaging Space in EFL Classrooms in Indonesia: Opportunities and Challenges 

Part 3: Teacher and Learner Perspectives

Chapter 8. Georgios Neokleous: Capturing Hybrid Linguistic Repertoires: Learner and In-service Teacher Attitudes towards Translanguaging in Multilingual EAL Classrooms in Cyprus

Chapter 9. Ylva Falk and Christina Lindqvist: Teachers’ Attitudes towards Multilingualism in the Foreign Language Classroom: The Case of French and German in the Swedish Context

Chapter 10. Will Travers: Inside the L3 Classroom: Learner Reflections on University-level Foreign Language Classes for Bilinguals in the United States

Chapter 11. Romana Kopečková and Gregory Poarch: Teaching English as an Additional Language in German Secondary Schools: Pluralistic Approaches to Language Learning and Teaching in Action

Chapter 12. Yeşim Sevinç, Anna Krulatz, Eivind Torgersen and MaryAnn Christison: Teaching English in Linguistically Diverse Classrooms in Norway: Teachers’ Beliefs, Practices, and Needs in Multilingual Education

Chapter 13. Mieko Yamada: EFL Education for Social Justice: A Study of Japanese EFL Student Teachers’ Perceptions about Diversity and Minority

Part 4: Innovative Multilingual Pedagogies in Foreign Language Classrooms

Chapter 14. Antoinette Camilleri Grima: Adopting Pluralistic Approaches when Teaching an Additional Language

Chapter 15. Manon Megens and Elisabeth Allgäuer-Hackl: An Applied Perspective on Holistic Multilingual Approaches to Foreign Language Learning and Teaching

Chapter 16. MaryAnn Christison and Adrian S. Palmer: Promoting Multilingualism through Immersion Education: A Case Study in a Thai K12 International School

Chapter 17. Gisela Mayr: Plurilingual Inputs in Task-based TEFL: A Way of Promoting Inclusion

Chapter 18. Marina Prilutskaya, Rebecca Knoph and Jessica Allen Hanssen: The Use of Students’ Linguistic Resources in Teaching English as an Additional Language in Norway: A Study of Writing in Upper-secondary School

Chapter 19. Gro-Anita Myklevold: Operationalizing Multilingualism in A Foreign Language Classroom in Norway: Opportunities and Challenges

Kristen Lindahl: Afterword

Index