Volume 82 in the Bilingual Education & Bilingualism series.

Includes bibliographical references and index.

PART 1: The Ecology of the Multilingual Classroom: From Complexity to Pedagogy / Christine Hélot and Muiris O Laoire

1A PERSPECTIVES ON THE LEARNERS

1. Ideologies and Interactions in Multilingual Education: What Can an Ecological Approach Tell Us about Bilingual Pedagogy? / Angela Creese and Adrian Blackledge

2. Heteroglossia in a Multilingual Learning Space: Approaching Language beyond ‘Lingualisms’ / Carola Mick

3. Children’s Literature in the Multilingual Classroom: Developing Multilingual Literacy Acquisition / Christine Hélot

4. Multilingualism and Pedagogical Practices in Colombia’s Caribbean Archipelago / Anne-Marie de Mejia

1B PERSPECTIVES ON THE TEACHERS

5. Teachers at the Epicenter: Engagement and Resistance in a Biliteracy Program for ‘Long-Term English Language Learners’ in the United States / Kate Menken, Alexander Funk and Tatyana Kleyn

6. Negotiating Multilingualism in an Irish Primary School Context / Bernadette O’ Rourke

7. Exploring New Pedagogical Approaches in the Context of Multilingual Cameroon / Pierrot Ngomo

PART 2: Deconstructing the Myth of Monolingualism

PERSPECTIVES ON IDENTITIES, IDEOLOGIES AND POLITICS

8. Linguistic Diversity as a Bridge to Adjustment: Making the Case for Bi/Multilingualism as a Settlement Outcome in New Zealand / Ute Walker

9. Three is Too Many in Australia / Michael Clyne

10. Integrated Bilingual Education: Ethnographic Case Studies from the Palestinian-Jewish ‘Front’ / Zvi Bekerman

"With contributions from leading scholars all around the world, this volume underlines the ever-pressing need for new language in education policies to include all learners’ voices in the multilingual classroom and to empower teachers to develop responsive and transformative pedagogies. Using testimonies, narratives and examples from different international contexts, this book points clearly to what can be achieved practically in the multilingual classroom so that multilingual learners’ voices are legitimated, while also addressing the complex inter-relating sociolinguistic issues around the promotion of bilingualism and multilingualism in education." (Publisher's website)