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Diversity and Learning
What can educators in different countries learn from each other about successful multilingual initiatives? By comparing experiences from diverse settings—France, Ireland, Luxembourg, the Netherlands, Spain, Sweden and the UK—the writers highlight ways of creating multilingual learning communities that promote language expertise, intercultural understanding and educational achievement.
Multilingual Europe casts fresh light on: how children and young people can develop their existing languages and learn new ones; how identities are constructed in multicultural contexts; how schools can link with families and communities; how educators can devise innovative pedagogies for multilingual classrooms.
Collaboratively written by participants from the Multilingual Europe seminar series at Goldsmiths, University of London, the book shows how research, policy and practice can work together for success.
This collection of international case studies will stimulate reflection for undergraduate and postgraduate students on education-related courses, students of language learning and teaching, teacher educators, researchers and policy-makers. The insights provided will interest language communities worldwide.
Contributors include Jean Conteh, Christine Helot, Aura Mor-Sommerfeld and Dominique Portante.
Introduction; PART 1: UNDERSTANDING IDENTITY IN MULTILLINGUAL COMMUNITIES Overview of Part 1—Jena Conteh and Aura Mor-Sommerfeld; 1) Communities and Identities in Multilingual Cities: The Netherlands and Utrecht—Jacomine Nortier; Multilingual Sheffield—Gibson Ferguson; Yemenis in Sheffield: A Vignette of a Disaporic Community—Gibson Ferguson; Barcelona and Catalonia: Between an Old Paradox and A New Opportunity—Silvia Carrasco; Connections in Cyberspace: Implications for Tamil Diasporic Communities---Siva Pillai and Jim Anderson; 2) Constructing Identity Through Creativity and Narrative: Bilingual Theatre—Dina Mehmedbegovic; Children Learning to Use the Create Languages of Carnival—Celia Burgess-Macey; The Way We Are: Multilingual Photographic Journeys for Children in Cyprus—Aydin Mehmet Ali; Conclusion to Part 1; PART 2: HOME, SCHOOL AND COMMUNITY Overview of Part 2—Charmian Kenner and Christine Hélot; 3) What is a Learning Community? Learning with Grandparents in East London—Charmian Kenner, John Jessel, Mahera Ruby, Ever Gregory and Tahera Aru; World Schools: Scholen in de Wereld—Jacomine Nortier; Multilingual Pre-Schools in Sweden: Finding Out What Parents Really Want—Monica Axelsson; Parent-Teacher Partnerships: Co-constructing Knowledge about Languages and Cultures in a French Primary School—Andrea Young and Christine Hélot; 5) Links Between Complementary and Mainstream Schools: How Portuguese and Chinese Community Schools Support Educational Achievement—Olga Barradas and Yangguang Chen; Bilingual Teachers as Agents of Social Change: Linking the Community and the Mainstream—Jean Conteh and Shila Begum; Bradford’s Policy on Multilingualism: Principles—Education Bradford; Turkish Community Action in the Netherlands: Campaigning to Retain Mother Tongue Education—Kutlay Yagmur; PART 3: LEARNERS, TEACHERS AND SCHOOLS Overview of Part 3—Tina Hickey and Dominique Portante; 6) Learners in Different Contexts: Plurilingualism and Biliteracy as the Norm: Arabic/Hebrew Bilingual Schools in Israel From a Socio-Political Perspective—Aura Mor-Sommerfeld; The Anglo-Spanish Nursery School: A Spanish/English Bilingual Program for Children in South London—Gloria Gómez; Indigenous Language Immersion: The Challenge of Meeting the Needs of L1 and L2 Speakers in Irish-Medium Pre-Schools—Tine Hickey; The Anglo-European School: How an International Dimension in Education Enhances All-Round Learning—David Barrs and Jill Martin; 7) Teacher Education for Diversity: Different Countries, Different Pedagogies: Student Teacher Exchanges for Primary Language Learning—Claudine Kirsch; TESSLA: Teacher Education for the Support of Second Language Acquisition—Andrea Young; Initial Teacher Education for Teachers of Arabic, Mandarin, Chinese, Punjabi and Urdu—Jim Anderson; Excellence and Enjoyment: Learning and Teaching for Bilingual Children in the Primary Years—Jill Catlow; 8) Systems and Policies: National Strategies on Language in the European Context—Claudine Kirsch; European Policies in Support of Community Language Learning—Joanna McPake; The English-National Languages Strategy in a European Context: a Personal View—Lid King; The Languages Ladder and Asset Languages: A New Assessment Framework for Languages in England—Karen Ashton; Cross-National Perspectives on Community Language Teaching in Six European Cities—Kutlay Yagmur; VALEUR: Valuing All Languages in Europe—Joanna McPake; Conclusion to Part 3; Discussion Points; References; Index.