Education of bilingual or multilingual students Books

Book SynopsisThis book aspires to provide a reflective and descriptive account of innovative research works and practices related to promoting and accommodating cultural and linguistic diversity in education. Within a diverse world, classrooms with diversity are not considered to be a major challenge, especially when researchers and teachers are making a joint attempt to accommodate this diversity of skills, competences, knowledge, expertise, feeling, languages, and cultures. This book has been developed to cover various aspects of approaching and supporting multilingual and multicultural classrooms through a selection of chapters, which shed light onto experiences in the field. The contributors of this book report and reflect on practices that raise students' multilingual and inter/multicultural awareness, communication and interaction. They discuss challenges of various contexts and provide perspectives from different angles on the above-mentioned issues underlining the need for continuous research, implementation and reflection in modern diverse classrooms. Teachers and researchers internationally seem to have placed this diversity at the center of their attention and this book is an example of best practices and pieces of research towards supporting such classrooms which have been seen as a crossroad for languages and cultures.Table of ContentsPreface; Educational practices in multicultural and multilingual preschools in Iceland and partnerships with parents; Pre-service primary school teachers preparedness to work in a multilingual environment; The hidden curriculum in multicultural and multilingual classrooms; Raising language awareness and intercultural sensitivity in mixed classrooms; Supporting teachers in refugee childrens education; The accelerated learning programme (ALP) of UNICEF for teaching history in culturally and linguistically diverse classrooms in Greece; Language diversity in class: The case of dialectal variation; Translanguaging in Multilingual Classrooms in Cyprus; Translanguaging as a pedagogical practice in primary education: approaching, managing and teaching diverse classrooms; We should not bury our language by our hands: Crafting creative translanguaging spaces in Higher education in the UAE; The socialisation of students in the EFL classroom according to their cultural and religious background; Index.

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Book SynopsisUnderstanding and Improving how K-12 Multilinguals are Taught: Supporting Multilinguals details instructional strategies that can be used to better assess multilingual learners which are more improved than the existing evaluations. The author argues that assessments for multilingual learners need to be improved due to inequities within the public-school systems, and that assessments for students in K12 schools are not equitable. The author also discusses strategies for welcoming and supporting multilingual learners in the classroom. The instructional strategies outlined for K12 educators includes offering students multiple test-taking options, ensuring that assessments are translated into students' respective languages, and allowing multilingual learners to take assessments in groups or pairs. These improvement strategies have been developed by using feedback from dual-language teachers in the K12 public school system. The assessment issues that will be addressed include inequity within assessments administered to multilingual learners, the way assessments are structured and developed at the district and school level, the consideration of the immigrant experience as these assessments are being developed, the roles of school boards in considering immigrant experiences while creating these assessments, the role of the teachers of multilingual learners, assessment strategies to support multilingual learners, and strategies that are effective in creating inclusive classrooms for native and multilingual English speakers.Table of ContentsList of FiguresPrologueList of TermsIntroductionChapter One: Background on Multilingual Learners in a K12 ClassroomChapter Two: The Immigrant ExperienceChapter Three: Assessments and InequityChapter Four: Structural Injustice Within AssessmentsChapter Five: The Roles of School BoardsChapter Six: The Roles of Dual-Language Teachers in the Decision-Making ProcessChapter Seven: Assessment Strategies to Support Multilingual LearnersChapter Eight: Effective Classrooms for Native English Speakers and Multilingual LearnersAppendicesReferencesAbout the Author

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Book SynopsisThis book traces a history of bilingual education in the US, unveiling the pervasive role of politics and its influence on integrity of policy implementation. It introduces readers to once nationwide, systemic supports for diverse bilingual educational programs and situates particular instances and phases of its expansion and decline within related sociopolitical backdrops. The book includes overlooked details about key leaders and developments that affected programs under the Bilingual Education Act. It delves deeply into a past infrastructure: what it entailed, how it worked, and who was involved. This volume is essential reading for researchers, students, administrators, education leaders, bilingual advocates and related stakeholders invested in understanding the history of language education in the US for future planning, expansion, and enhancement of bilingual educational programs and promotion of equity and access in schooling.Trade ReviewThis book provides a detailed, historical, and comprehensive overview of bilingual education efforts in the US. By centering the voices of scholars, advocates, and the media in each chapter, Moore reminds us of what educational equity requires of educators and policymakers. The book is an outstanding resource for teacher educators, scholars, and bilingual teachers. * Ester J. de Jong, University of Florida, USA *Moore’s richly contextualized excavation of the history of federal bilingual education policy can help combat the erasure of language rights struggles so prevalent in today’s discourse of dual-language education and neoliberal multilingual interests. The book paves a path for more critically conscientious language education policymaking. * Claudia G. Cervantes-Soon, Arizona State University, USA *Moore's book boldly addresses the ideological and sociopolitical struggles and triumphs of bilingual education from both a historical and contemporary perspective. It brings to the forefront the essential and foundational components for launching and sustaining efficacious bilingual programs – by honoring the legacy of decades of research and policies necessary to pass the torch from one generation to the next. * Cristina Alfaro, San Diego State University, USA *[This] is a thorough, well-researched, and carefully planned book [...] definitely a must-read for those who would benefit from learning how bilingual education in the United States arose and how we got to our current situation. Educators, advocates, administrators, and even those curious about bilingual education among the general public would all benefit from reading this volume. -- Maria Turrero-Garcia, Drew University, USA * LINGUIST List 32.3504 *Table of ContentsAcknowledgements Preface Foreword Introduction Chapter 1: A Racist White House Chapter 2: Prequel to the Bilingual Education Act Chapter 3: Early Bilingual Education and the Sociopolitical Backdrop Chapter 4: Capacity Building Chapter 5: Systemic Infrastructure Chapter 6: Language Ideologies, Politics and Policymaking Chapter 7: Current Endeavors and Future Possibilities References

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Book SynopsisThis book offers an evidence-based guide to EAL for everyone who works with multilingual learners. It provides a concise, helpful introduction to the latest research underpinning three key areas of EAL practice: How children acquire additional languages How language works across the curriculum How you can establish outstanding EAL practice in your school. Other key features include case studies from experienced EAL specialists, extensive reading recommendations for teachers who want to build on their knowledge, and a detailed chapter on Ofsted based on interviews with senior inspectors. This book will prove an invaluable guide and support for everyone working with bilingual learners. In clear, short chapters it gives a thorough grounding in the evidence and principles needed to create outstanding EAL provision.Trade ReviewReading this book is like engaging in professional dialogue with a highly skilled EAL specialist. Whatever your role or experience in supporting EAL learners, you will learn about research and about evidence based practical strategies. All clearly explained and structured so you can easily find exactly what you need. Your brand new EAL best friend! * Maria Walker, Head of English as an Additional Language Service, Glasgow City Council, UK *Robert Sharples’ book belongs on the professional reading shelves of every school that aims to promote strong academic attainment among multilingual pupils. In crystal clear prose, Sharples outlines the core knowledge required by teachers to create instructional spaces where EAL learners can use their full repertoire of cognitive and linguistic skills to engage in powerful learning and succeed academically. * Jim Cummins, Professor Emeritus, University of Toronto, Canada *Teaching EAL is a rare thing, a book about professional practice that is hard to put down. In fact, I think it is the best book I have read about EAL since a book with a similar title (The EAL Teaching Book) was first published in 2002. * EAL Academy, 2021 *Table of ContentsFigures, Tables and Case Studies Acknowledgements Abbreviations and Acronyms Chapter 1: Introduction Chapter 2: EAL in the National and International Context Part 1: How Additional Languages Are Learned Chapter 3: Key Principles and a Theory of Language Chapter 4: Learning or Acquiring? Chapter 5: Masses of Input Chapter 6: Earlier isn’t Necessarily Better Chapter 7: Implicit and Explicit Learning Chapter 8: First Languages Are Important for Learning English Chapter 9: Pulling It All Together: Learning Trajectories and Second Language Pedagogy Part 2: Language Across the Curriculum Chapter 10: Five Principles for Language Across the Curriculum Chapter 11: BICS and CALP Chapter 12: Oracy: Talking and Learning Chapter 13: Reading in a New Language Chapter 14: Making Meaning in Writing: Field, Tenor and Mode Chapter 15: Disciplinary Language, Disciplinary Knowledge Chapter 16: Pulling it all Together: What Counts as Proficiency Part 3: The EAL Specialist Chapter 17: Getting to Grips with the Role Chapter 18: Establishing Effective Assessments Chapter 19: Welcoming Students Chapter 20: Getting Connected Chapter 21: Making Friends and Influencing People Chapter 22: From Mono to Multi Chapter 23: CPD for EAL Specialists Chapter 24: For Everyone References Index

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Book SynopsisThis collection examines a diverse range of approaches to multilingualism in teacher education programmes across Europe and North America. The authors investigate how pre-service teachers are being prepared to work in multilingual contexts and discuss the key features of current pre-service teacher education initiatives that address the increasing linguistic and cultural diversity evident in classrooms in their respective countries. The focus is not only on migrant-background learners but includes students from Indigenous, autochthonous and heritage language backgrounds, and speakers of minoritised regional varieties. The chapters contextualise, both historically and ideologically, the specific initiatives and measures taken in the participating countries. They also reveal the complexity of each educational context and the role that history, language policies and institutional and programmatic priorities play in the development and implementation of a multilingual focus in teacher education. In exploring how pre-service teachers are being prepared to work in multilingual contexts, the authors take a critical view of how multilingualism itself is conceptualised within and across contexts. The book highlights the valuable impact that explicit instruction on theories of multilingualism, pedagogies in multilingual classrooms and lived realities of multilingual children can have on the beliefs and practices of pre-service teachers.Trade ReviewThis collection makes a useful contribution to the growing research base on teacher education for multilingual learners in linguistically diverse contexts. The international scope of the volume allows for richer – and more historically informed – definitions of multilingualism, and provides insightful comparative analysis of how teacher-education policies and curricula interact in shaping the preparation of future teachers to support multilingual learners. * Jeff Bale, University of Toronto, Canada *This book is a long awaited deeper look into the ways teacher education responds to the multilingual reality of today's classrooms. The selection of countries elucidates the vital importance of understanding multilingualism in the context of each country's institutional structures and sociopolitical processes. It will help to push forward the agenda in many other countries' teacher education as well! * Barbara Herzog-Punzenberger, University of Innsbruck, Austria *This much-needed volume deepens our understanding of the commonalities and complexities of preparing teachers to address linguistic and cultural diversity. The authors from nine countries have forged an international alliance that accounts for the unique historical context of each setting. This important work sets the stage for future research on the equitable education of multilingual learners across their nations and around the world. * Nancy L. Commins, University of Colorado Denver, USA *The studies [in this book] uncover that more effort is needed to develop knowledge, skills, experiences, and awareness in the teacher candidates to teach CLD students. One of the contributions of this volume for those who are interested in multilingual education is that it reports how pre-service teachers are prepared in Europe and North America to teach multilingual learners. The chapters also unveil that the education policies and practices are informed by monolingual ideology and focus on developing literacy skills and content knowledge in the official and/or English language. -- Tirtha Karki, Purdue University, USA * Journal of Language, Identity & Education, 2022 *This volume is an important contribution to the research on multilingualism and teacher education [It] is essential reading for students of applied linguistics, sociolinguistics, sociology, psychology, language acquisition and education, researchers, practitioners, teachers, educators, and members of the general public who would like to know more about the recent developments in the areas of multilingualism and teacher education. -- Sviatlana Karpava, University of Cyprus, Cyprus * LINGUIST List 32.2737 *Table of ContentsAcknowledgements Contributors 1. Meike Wernicke, Antje Hansen, Svenja Hammer and Tobias Schroedler: Multilingualism and Teacher Education: Introducing the MultiTEd Project 2. Tobias Schroedler: What is Multilingualism? Towards an Inclusive Understanding 3. BethAnne Paulsrud and Adrian Lundberg: One School for All? Multilingualism in Teacher Education in Sweden 4. Tamás Péter Szabó, Elisa Repo, Niina Kekki and Kristiina Skinnari: Multilingualism in Finnish Teacher Education 5. Lisa Berkel-Otto, Antje Hansen, Svenja Hammer, Svenja Lemmrich, Tobias Schroedler and Ángela Uribe: Multilingualism in Teacher Education in Germany: Differences in Approaching Linguistic Diversity in Three Federal States 6. Lucia Miškulin Saletović, Klara Bilić Meštrić and Emina Berbić Kolar: Multilingualism in Teacher Education in Croatia 7. Barbara Gross and Lynn Mastellotto: Approaches to Diversity: Tracing Multilingualism in Teacher Education in South Tyrol, Italy 8. Chiara Liberio and Carlos Rafael Oliveras: Multilingualism and Primary Initial Teacher Education in the Republic of Ireland: Policies and Practice 9. Meike Wernicke: Preparing Teachers for Multilingual Classrooms in English Canada 10. Jessie Hutchison Curtis: Multilingualism and Teacher Education in the United States 11. Svenja Hammer, Antje Hansen and Meike Wernicke: Diversity in Teacher Preparation for Multilingual Contexts Index To see multilingual abstracts for this book please go to our website.

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Book SynopsisSouth African universities face major challenges in meeting the needs of their students in the area of academic language and literacy. The dominant medium of instruction in the universities is English and, to a much lesser extent, Afrikaans, but only a minority of the national population are native speakers of these languages. Nine other languages can be media of instruction in schools, which makes the transition to tertiary education difficult enough in itself for students from these schools. The focus of this book is on procedures for assessing the academic language and literacy levels and needs of students, not in order to exclude students from higher education but rather to identify those who would benefit from further development of their ability in order to undertake their degree studies successfully. The volume also aims to bring the innovative solutions designed by South African educators to a wider international audience.Trade ReviewWhat is academic literacy and how can it best be measured? The authors of this excellent edited collection draw on 20+ years of research and practice to highlight the challenges involved in assessing the language and literacy needs of students destined for university education in multilingual South Africa. Their insights will resonate with academics and educators around the world catering for increasingly diverse student populations. * Catherine Elder, University of Melbourne, Australia *This invaluable collection of engaging chapters is a must-read for practitioners, graduate students, and researchers who seek to expand their knowledge of assessment literacy in multilingual societies in and beyond South Africa. The editors’ choice of conceptual foundations of academic literacy assessment at pre-tertiary and tertiary education as the themes of the volume is timely and insightful. * Vahid Aryadoust, National Institute of Education, Nanyang Technological University, Singapore *Language ability, language assessment to determine ability levels, and improving academic literacy in a multilingual tertiary context are complex issues. This book establishes what all these actually comprise. The quality of the work and the standing of the contributors combine to give us an informed view of this exciting and developing field in South Africa. Read and enjoy! * Wannie Carstens, North-West University, South Africa *[This book] is an excellent collection of contemporary research studies into the assessment of academic language literacy in South Africa [...] Its extensive and thought-provoking coverage of the issues faced by education systems, institutions and individuals within them will serve as a valuable resource as they plan the road ahead in this rapidly changing field. -- Alan Urmston, Hong Kong Polytechnic University, Hong Kong * Journal of English for Academic Purposes, 2021 *Table of ContentsIntroduction. John Read and Colleen Du Plessis: A Global Perspective on the South African Context Part I: Conceptual Foundations: Policy, Construct, Learning Potential Chapter 1. Theo du Plessis: Institutional Language Policy and Academic Literacy in South African Higher Education Chapter 2. Albert Weideman: A Skills-neutral Approach to Academic Literacy Assessment Chapter 3. Tobie van Dyk, Piet Murre and Herculene Kotzé: Does One Size Fit All? Some Considerations for Test Translation Chapter 4. Alan Cliff: The Use of Mediation and Feedback in a Standardised Test of Academic Literacy: Theoretical and Design Considerations Part II: Assessing Academic Literacy at Secondary School Level Chapter 5. Colleen du Plessis: Basic Education and Academic Literacy: Conflicting Constructs in the South African National Senior Certificate (NSC) Language Examination Chapter 6. Jo-Mari Myburgh-Smit and Albert Weideman: How Early Should We Measure Academic Literacy? The Usefulness of an Appropriate Test of Academic Literacy for Grade 10 Students Chapter 7. Sanet Steyn: Pathways to Parity between Parallel Tests of Language Ability: Lessons from a Project Part III: Assessing Discipline-specific Needs at University Chapter 8. Kabelo Sebolai: Generic Academic Literacy Testing: A Logical Precursor for Faculty-specific Language Teaching and Assessment Chapter 9. Avasha Rambiritch, Linda Alston and Marien Graham: Diagnosing with Care: The Academic Literacy Needs of Theology Students Chapter 10. Laura Drennan: Assessing Readiness to Write: the Design of an Assessment of Preparedness to Present Multimodal Information (APPMI) Postscript. Tobie van Dyk: What the Data Tell us: An Overview of Language Assessment Research in South Africa’s Multilingual Context

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Book SynopsisThis book juxtaposes superdiversity with the reality of English-centricity in the United States, set against the long-standing challenges regarding migration and language policy in the US, most recently underlined by Donald Trump’s 2016 election win and subsequent aggressive and partially successful attempts to limit migration. The book explores the history, policies, and practices of an adolescent newcomer program in Central Ohio, in the US Midwest, that seeks to provide an equitable and engaging education to its students. It addresses, on the one hand, positive, progressive institutional responses, including an embrace of translanguaging and a willingness to acknowledge and build on students’ languacultural backgrounds. On the other hand, the book explores the effects of inconsistent, inefficient and sometimes nonsensical patterns in these responses. The book analyzes student outcomes and argues that, although some students are well-served by the program, tensions in the program lead to uneven, and even troubling, behavior and results, ranging from poor academic performance to dropping out. Finally, the book addresses ongoing evolutions and debates to the program and their potential to realize the program's aspirations.Trade ReviewNoteworthy in this compelling book are Seilstad’s practical suggestions for building students’ home language skills, applying translanguaging strategies in classrooms, and attending to the socio-emotional needs of immigrant and refugee teens. He thoughtfully challenges us to decenter English and focus more on supporting students’ languacultures to enhance equity and effectiveness. * Deborah J. Short, President, TESOL International Association *This book offers an intimate look into the daily realities of language, life, and learning across social differences within a newcomer school today. I recommend it for educators and scholars trying to unpack the complexities of policies and practices for teaching young people from a wide range of linguistic backgrounds in asset-based ways. * Sarah Gallo, Rutgers University, USA *This fascinating and engaging ethnographic study of an educational program for multilingual, newcomer youth in the Midwest demonstrates the indivisibility of language and culture, the persistence of English-centricity, and the ways that assessment practices undermine pedagogical approaches premised on linguistic pluralism. * Lesley Bartlett, University of Wisconsin-Madison, USA *Table of ContentsTables and Figures Introduction Chapter 1: Tensions Between Superdiversity and Translanguaging, English-Centricity and 'Mainstream' in the Education of Adolescent Newcomers Chapter 2: An English-centric Program with Multilingual Margins Chapter 3: Students and Outcomes Chapter 4: Aspirations for Better Program Futures Conclusion Methodological Appendix References Index

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Book SynopsisThis book juxtaposes superdiversity with the reality of English-centricity in the United States, set against the long-standing challenges regarding migration and language policy in the US, most recently underlined by Donald Trump’s 2016 election win and subsequent aggressive and partially successful attempts to limit migration. The book explores the history, policies, and practices of an adolescent newcomer program in Central Ohio, in the US Midwest, that seeks to provide an equitable and engaging education to its students. It addresses, on the one hand, positive, progressive institutional responses, including an embrace of translanguaging and a willingness to acknowledge and build on students’ languacultural backgrounds. On the other hand, the book explores the effects of inconsistent, inefficient and sometimes nonsensical patterns in these responses. The book analyzes student outcomes and argues that, although some students are well-served by the program, tensions in the program lead to uneven, and even troubling, behavior and results, ranging from poor academic performance to dropping out. Finally, the book addresses ongoing evolutions and debates to the program and their potential to realize the program's aspirations.Trade ReviewNoteworthy in this compelling book are Seilstad’s practical suggestions for building students’ home language skills, applying translanguaging strategies in classrooms, and attending to the socio-emotional needs of immigrant and refugee teens. He thoughtfully challenges us to decenter English and focus more on supporting students’ languacultures to enhance equity and effectiveness. * Deborah J. Short, President, TESOL International Association *This book offers an intimate look into the daily realities of language, life, and learning across social differences within a newcomer school today. I recommend it for educators and scholars trying to unpack the complexities of policies and practices for teaching young people from a wide range of linguistic backgrounds in asset-based ways. * Sarah Gallo, Rutgers University, USA *This fascinating and engaging ethnographic study of an educational program for multilingual, newcomer youth in the Midwest demonstrates the indivisibility of language and culture, the persistence of English-centricity, and the ways that assessment practices undermine pedagogical approaches premised on linguistic pluralism. * Lesley Bartlett, University of Wisconsin-Madison, USA *Table of ContentsTables and Figures Introduction Chapter 1: Tensions Between Superdiversity and Translanguaging, English-Centricity and 'Mainstream' in the Education of Adolescent Newcomers Chapter 2: An English-centric Program with Multilingual Margins Chapter 3: Students and Outcomes Chapter 4: Aspirations for Better Program Futures Conclusion Methodological Appendix References Index

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Book SynopsisThis book focuses on the emotional complexity of language teaching and how the diverse emotions that teachers experience while teaching are shaped and function. The book is based on the premise that teaching is not just about the transmission of academic knowledge but also about inspiring students, building rapport with them, creating relationships based on empathy and trust, being patient and most importantly controlling one’s own emotions and being able to influence students’ emotions in a positive way. The book covers a range of emotion-related topics on both positive and negative emotions which are relevant to language teaching including emotional labour, burnout, emotion regulation, resilience, emotional intelligence and wellbeing among others. These topics are studied within a wide range of contexts such as teacher education programmes, tertiary education, CLIL and action research settings, and primary and secondary schools across different countries. The book will appeal to any student, researcher, teacher or policymaker who is interested in research on the psychological aspects of foreign language teaching.Trade ReviewThis volume provides fascinating insights into the complexity of emotions shaping language teachers’ classroom practice, experiences and working lives. The editors have brought together a rich range of theoretical and empirical perspectives spanning a diversity of professional contexts. The book will be of value to all those concerned with understanding or researching the emotional dimension of language teaching. * Ema Ushioda, University of Warwick, UK *This timely anthology explores the foundational role of emotions in the professional lives and everyday practices of language teachers. Drawing on a wide range of theoretical, methodological and classroom-based approaches, the chapters open up new dimensions in our knowledge of the complexity and salience of language teacher emotions within and across multiple contexts. * Cynthia J. White, Massey University, New Zealand *A timely collection that advances new directions for investigating and reflecting on emotions in language education. Bringing various strands of contemporary emotion research to bear on diverse educational contexts across the globe, it provides essential insights into the affective realities that shape teachers’ professional practices and impact their personal wellbeing. * Matthew T. Prior, Arizona State University, USA *This much-needed anthology uniquely recognises language teacher emotions and their importance for classroom practices but, most importantly, for teachers’ own personal and professional development [...] After reading this book, the reader learns about the role of emotions and, more importantly, about the benefits of embracing more challenging and unpleasant emotions which can lead to personal growth and development. -- Lorena Salud Gadella Kamstra, University of Essex, UK * BAAL News, 119 *This volume is particularly valuable and timely due to a currently unsettled teaching environment. Global changes that have occurred in the year 2020 have stirred a range of emotions and have forced many educators to promptly readjust to an emergency remote teaching context. -- Anna Belobrovy, Rikkyo University, Japan * JALT Journal, 43.2, November 2021 *Providing fundamental insights into the complexity of teacher emotions, this collection is devoted to exploring the role of these emotions in diverse cultural contexts by combining emotion theory, emotion-related psychological factors, and language teaching practice. It is suitable for anyone interested in learning about and further investigating teacher emotions. -- Wenxiu Chu and Honggang Liu, Northeast Normal University, China * Frontiers in Psychology, Vol 11, October 2020 *The Emotional Rollercoaster of Language Teaching provides readers with a wide range of perspectives and an accurate picture of the field, revealing the complexity of language teachers’ emotions and uncovering some emotional challenges affecting their well-being, pedagogical practices, and professional lives. -- Alfaf Albakistani, Birkbeck, University of London, UK * LINGUIST List 32.1140 *Table of ContentsTables, Figures and Images Acknowledgements Contributors Jane Arnold: Foreword Chapter 1. Christina Gkonou, Jean-Marc Dewaele and Jim King: Introduction to the Emotional Rollercoaster of Language Teaching Chapter 2. Nicole Hofstadler, Kyle Talbot, Sarah Mercer and Anita Lämmerer: The Thrills and Ills of CLIL Chapter 3. Kris Acheson and Robert Bruce Nelson: Utilising the Emotional Labour Scale to Analyse the Form and Extent of Emotional Labour among Foreign Language Teachers in the US Public School System Chapter 4. Sarah Benesch: Theorising Emotions from a Critical Perspective: English Language Teachers’ Emotion Labour When Responding to Student Writing Chapter 5. Emily Edwards and Anne Burns: ‘Opening Pandora’s Box’: Language Teachers’ Dynamic Emotional Experiences of Conducting Action Research Chapter 6. Achilleas Kostoulas and Anita Lämmerer: Resilience in Language Teaching: Adaptive and Maladaptive Outcomes in Pre-service Teachers Chapter 7. Joseph Falout: Past L2 Selves, Emotions and Classroom Group Dynamics: The Don’t Ask, Can’t Tell Policy Chapter 8. Christina Gkonou and Elizabeth R. Miller: ‘Critical Incidents’ in Language Teachers’ Narratives of Emotional Experience Chapter 9. Simon Humphries: “Please Teach Me How to Teach”: The Emotional Impact of Educational Change Chapter 10. Maiko Ikeda, Osamu Takeuchi and Hiroyuki Imai: Investigating Dynamic Changes in Elementary School Teachers’ Anxiety when Teaching English Chapter 11. Sam Morris and Jim King: Emotion Regulation among University EFL Teachers in Japan: The Dynamic Interplay between Context and Emotional Behaviour Chapter 12. Peter I. de Costa, Wendy Li and Hima Rawal: Should I Stay or Leave? Exploring L2 Teachers’ Profession from an Emotionally-inflected Framework Chapter 13. Tammy Gregersen, Peter D. MacIntyre, & Nicole Macmillan: Dealing with the Emotions of Teaching Abroad: Searching for Silver Linings in a Difficult Context Chapter 14. Rebecca Oxford: The Well of Language Teachers’ Emotional Well-Being Chapter 15. Jean-Marc Dewaele: What Psychological, Linguistic and Sociobiographical Variables Power EFL/ESL Teachers’ Motivation? Chapter 16. Jim King, Christina Gkonou and Jean-Marc Dewaele: Concluding Thoughts on the Emotional Rollercoaster of Language Teaching Index

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Book SynopsisThe seventh edition of this bestselling textbook has been extensively revised and updated to provide a comprehensive and accessible introduction to bilingualism and bilingual education in an everchanging world. Written in a compact and clear style, the book covers all the crucial issues in bilingualism and multilingualism at individual, group and societal levels. Updates to the new edition include: Thoroughly updated chapters with over 500 new citations of the latest research. Six chapters with new titles to better reflect their updated content. A new Chapter 16 on Deaf-Signing People, Bilingualism/Multilingualism, and Bilingual Education. The latest demographics and other statistical data. Recent developments in and limitations of brain imaging research. An expanded discussion of key topics including multilingual education, codeswitching, translanguaging, translingualism, biliteracy, multiliteracies, metalinguistic and morphological awareness, superdiversity, raciolinguistics, anti-racist education, critical post-structural sociolinguistics, language variation, motivation, age effects, power, and neoliberal ideologies. Recent US policy developments including the Every Student Succeeds Act (ESSA), Seal of Biliteracy, Proposition 58, LOOK Act, Native American Languages Preservation Act, and state English proficiency standards and assessments consortia (WIDA, ELPA21). New global examples of research, policy, and practice beyond Europe and North America. Technology and language learning on the internet and via mobile apps, and multilingual language use on the internet and in social media. Students and Instructors will benefit from updated chapter features including: New bolded key terms corresponding to a comprehensive glossary Recommended readings and online resources Discussion questions and study activities Trade ReviewThe new edition keeps this classic most up-to-date at a time when the world needs critical approaches to the education of bilingual and minoritized learners more than ever. The inclusion of the latest cutting-edge research and the discussion of new policy initiatives provide a rich learning resource and open up venues for further studies. It is a model text that really lives up to its high reputation. * Li Wei, UCL Centre for Applied Linguistics, UK *With this edition, Foundations is uplifted to new heights, considering bilingual education not only from the theoretical and practical cornerstones on which it rests, but also from the stature it has reached. The intergenerational scholarly lenses of Baker and Wright produce here a most lucid vision of the possibilities of bilingual education when centered on people and communities. * Ofelia García, The Graduate Center, City University of New York, USA *This seventh edition does an excellent job of presenting current theory and research on both bilingualism and bilingual education. It engages with perspectives that are now central to our understanding of languaging and details the evolution of the field's thinking about various previously unquestioned views about language. * Guadalupe Valdés, Stanford University, USA *The 7th edition of Foundations of Bilingual Education and Bilingualism accomplishes its purpose of providing a comprehensive overview of topics related to bilingual education and bilingualism [...] the suggested further readings and resources at the end of each of the chapters are excellent tools and activities to spark a balanced and critical class discussion on the topics presented. -- Margarita Huerta, Texas A&M University, USA * Teachers College Record, September 2021 *Baker and Wright’s 7th edition of this seminal work in bilingualism is a must read and must use for any researcher considering bilingualism or bilingual education as research objects. The book contains well argued, well informed, and well researched topics that bilingual researchers have at their disposal in one coherent volume. -- Andrew Jocuns, Assumption University, USA * LINGUIST List 33.2008 *Table of ContentsAcknowledgements Introduction Chapter 1: Bilingualism and Multilingualism: Definitions and Distinctions Chapter 2: The Measurement of Bilingualism Chapter 3: Languages in Society Chapter 4: Language Endangerment and Revitalization Chapter 5: The Early Development of Bilingualism Chapter 6: The Later Development of Bilingualism Chapter 7: Bilingualism, Cognition and the Brain Chapter 8: Theories of Bilingualism and the Curriculum Chapter 9: Historical Introduction to Bilingual Education in the United States Chapter 10: Types of Education for Bilingual Students Chapter 11: Education for Bilingualism and Biliteracy Chapter 12: The Effectiveness of Bilingual Education Chapter 13: Effective Schools and Classrooms for Bilingual Students Chapter 14: Literacy, Biliteracy and Multiliteracies for Bilingual and Multilingual Students Chapter 15: Support and Assessment of Special Needs and Exceptional Bilingual Students Chapter 16: Deaf-Signing People, Bilingualism/Multilingualism and Bilingual Education Chapter 17: Bilingualism and Bilingual Education as a Problem, Right and Resource Chapter 18: Bilingualism and Bilingual Education: Ideology, Identity and Empowerment Chapter 19: Bilingualism in the Modern World Glossary Bibliography Index

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Book SynopsisIt is common for scholarly and mainstream discourses on dual language education in the US to frame these programs as inherently socially transformative and to see their proliferation in recent years as a natural means of developing more anti-racist spaces in public schools. In contrast, this book adopts a raciolinguistic perspective that points to the contradictory role that these programs play in both reproducing and challenging racial hierarchies. The book includes 11 chapters that adopt a range of methodological techniques (qualitative, quantitative and textual), disciplinary perspectives (linguistics, sociology and anthropology) and language foci (Spanish, Hebrew and Korean) to examine the ways that dual language education programs in the US often reinforce the racial inequities that they purport to challenge.Trade ReviewIn this volume, Flores and colleagues challenge the uncritical, celebratory framing of dual language programs in the United States through a raciolinguistic perspective. The contributors offer a timely and incisive analysis of the discourses around the intersections of race, class, language, ability, and power that perpetuate colonial ideologies and practices in these programs, and offer transformative proposals for moving us forward. A must-read tour de force for anyone interested in equity in schooling and bilingual education. * Shondel Nero, New York University, USA *This illuminating volume is an indispensable read for understanding how raciolinguistic ideologies work and how they frame bilingual education. Attending to intersections of language, race, disability, and class, the authors in this collection offer much-needed critical and cutting-edge analyses of a wide array of programs and practices. Their work boldly asks us to reconsider the aims of bilingual education and disrupt deeply entrenched white supremacy in schools. * Patricia Baquedano-López, University of California, Berkeley, USA *This collection points to the hidden injustices of racial inequality in bilingual education in the United States. It is an important read for anyone (teachers, parents, administrators) interested in making dual language education accessible to everyone. -- Louise Lemaître, OISE, University of Toronto, Canada * Language in Society 50 (2021) *While this reader is compiled of multiple manuscripts that could and do stand alone, the synthesis of raciolinguistics across a plethora of contexts is what makes this book in its entirety a wonderful contribution to the field of DLE and a guide-like handbook for readers. It is a must-read for anyone interested in raciolinguistics in dual language and for those tasked with dual language program development and sustainability. * Reka C. Barton, Sand Diego State University, USA, Language Policy 21 *Table of ContentsIntroduction. Nelson Flores, Amelia Tseng and Nicholas Subtirelu: Bilingualism for All or Just for the Rich and White? Chapter 1. M. Garrett Delavan, Juan A. Freire and Verónica E. Valdez: The Intersectionality of Neoliberal Classing with Raciolinguistic Marginalization in State Dual Language Policy: A Call for Locally Crafted Programs Chapter 2. Crissa Stephens: Common Threads: Language Policy, Nation, Whiteness, and Privilege in Iowa’s First Dual Language Program Chapter 3. María Cioè-Peña: Dual Language and the Erasure of Emergent Bilinguals Labeled as Disabled (EBLADs) Chapter 4. Lisa M. Dorner, Jeong-Mi Moon, Edwin Nii Bonney and Alexandria Otis: Dueling Discourses in Dual Language Education: Multilingual “Success for All” versus the Academic “Decline” of Black Students Chapter 5. Sera J. Hernandez: Centering Raciolinguistic Ideologies in Two-Way Dual Language Education: The Politicized Role of Parents in Mediating their Children’s Bilingualism Chapter 6. Jazmín A. Muro: Helping or Being Helped? The Influence of Raciolinguistic Ideologies on Parental Involvement in Dual Immersion Chapter 7. Sharon Avni and Kate Menken: Hebrew Dual Language Bilingual Education: The Intersection of Race, Language, and Religion Chapter 8. Jin Sook Lee, Wona Lee and Hala Sun: Raciolinguistic Positioning of Language Models in a Korean-English Dual Language Immersion Classroom Chapter 9. Claudia G. Cervantes-Soon, Enrique David Degollado and Idalia Nuñez: The Black and Brown Search for Agency: African American and Latinx Children’s Plight to Bilingualism in a Two-Way Dual Language Program Chapter 10. Margarita Gómez and Kristina Collins: Who Gets to Count as Emerging Bilingual? Adopting a Holistic Writing Rubric for All Chapter 11. Suzanne García-Mateus, Kimberly A. Strong, Deborah K. Palmer and Dan Heiman: One White Student’s Journey through Six Years of Elementary Schooling: Uncovering Whiteness and Privilege in Two-Way Bilingual Education Conclusion. Nelson Flores, Nicholas Subtirelu and Amelia Tseng: Bilingualism for All? Revisiting the Question Afterword. Guadalupe Valdés: What is the Magic Sauce?

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Book SynopsisIt is common for scholarly and mainstream discourses on dual language education in the US to frame these programs as inherently socially transformative and to see their proliferation in recent years as a natural means of developing more anti-racist spaces in public schools. In contrast, this book adopts a raciolinguistic perspective that points to the contradictory role that these programs play in both reproducing and challenging racial hierarchies. The book includes 11 chapters that adopt a range of methodological techniques (qualitative, quantitative and textual), disciplinary perspectives (linguistics, sociology and anthropology) and language foci (Spanish, Hebrew and Korean) to examine the ways that dual language education programs in the US often reinforce the racial inequities that they purport to challenge.Trade ReviewIn this volume, Flores and colleagues challenge the uncritical, celebratory framing of dual language programs in the United States through a raciolinguistic perspective. The contributors offer a timely and incisive analysis of the discourses around the intersections of race, class, language, ability, and power that perpetuate colonial ideologies and practices in these programs, and offer transformative proposals for moving us forward. A must-read tour de force for anyone interested in equity in schooling and bilingual education. * Shondel Nero, New York University, USA *This illuminating volume is an indispensable read for understanding how raciolinguistic ideologies work and how they frame bilingual education. Attending to intersections of language, race, disability, and class, the authors in this collection offer much-needed critical and cutting-edge analyses of a wide array of programs and practices. Their work boldly asks us to reconsider the aims of bilingual education and disrupt deeply entrenched white supremacy in schools. * Patricia Baquedano-López, University of California, Berkeley, USA *This collection points to the hidden injustices of racial inequality in bilingual education in the United States. It is an important read for anyone (teachers, parents, administrators) interested in making dual language education accessible to everyone. -- Louise Lemaître, OISE, University of Toronto, Canada * Language in Society 50 (2021) *While this reader is compiled of multiple manuscripts that could and do stand alone, the synthesis of raciolinguistics across a plethora of contexts is what makes this book in its entirety a wonderful contribution to the field of DLE and a guide-like handbook for readers. It is a must-read for anyone interested in raciolinguistics in dual language and for those tasked with dual language program development and sustainability. * Reka C. Barton, Sand Diego State University, USA, Language Policy 21 *Table of ContentsIntroduction. Nelson Flores, Amelia Tseng and Nicholas Subtirelu: Bilingualism for All or Just for the Rich and White? Chapter 1. M. Garrett Delavan, Juan A. Freire and Verónica E. Valdez: The Intersectionality of Neoliberal Classing with Raciolinguistic Marginalization in State Dual Language Policy: A Call for Locally Crafted Programs Chapter 2. Crissa Stephens: Common Threads: Language Policy, Nation, Whiteness, and Privilege in Iowa’s First Dual Language Program Chapter 3. María Cioè-Peña: Dual Language and the Erasure of Emergent Bilinguals Labeled as Disabled (EBLADs) Chapter 4. Lisa M. Dorner, Jeong-Mi Moon, Edwin Nii Bonney and Alexandria Otis: Dueling Discourses in Dual Language Education: Multilingual “Success for All” versus the Academic “Decline” of Black Students Chapter 5. Sera J. Hernandez: Centering Raciolinguistic Ideologies in Two-Way Dual Language Education: The Politicized Role of Parents in Mediating their Children’s Bilingualism Chapter 6. Jazmín A. Muro: Helping or Being Helped? The Influence of Raciolinguistic Ideologies on Parental Involvement in Dual Immersion Chapter 7. Sharon Avni and Kate Menken: Hebrew Dual Language Bilingual Education: The Intersection of Race, Language, and Religion Chapter 8. Jin Sook Lee, Wona Lee and Hala Sun: Raciolinguistic Positioning of Language Models in a Korean-English Dual Language Immersion Classroom Chapter 9. Claudia G. Cervantes-Soon, Enrique David Degollado and Idalia Nuñez: The Black and Brown Search for Agency: African American and Latinx Children’s Plight to Bilingualism in a Two-Way Dual Language Program Chapter 10. Margarita Gómez and Kristina Collins: Who Gets to Count as Emerging Bilingual? Adopting a Holistic Writing Rubric for All Chapter 11. Suzanne García-Mateus, Kimberly A. Strong, Deborah K. Palmer and Dan Heiman: One White Student’s Journey through Six Years of Elementary Schooling: Uncovering Whiteness and Privilege in Two-Way Bilingual Education Conclusion. Nelson Flores, Nicholas Subtirelu and Amelia Tseng: Bilingualism for All? Revisiting the Question Afterword. Guadalupe Valdés: What is the Magic Sauce?

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Book SynopsisThis book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children's language use and provides insights into the flexibility and pragmatism of young deaf people and their families’ communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.Trade ReviewThis book makes a compelling case for recognising that deaf people have always had, and increasingly will have, diverse language repertoires which must be leveraged with deaf-centered insight for effective education. The plurilingual framework is a refreshing departure from reductionist binaries about language practices and identities entrenched in this field. These scholars inspire us to look and think outside those lines, and to grapple with the reality and potential of language hybridity. * Rachel L. McKee, Victoria University of Wellington, New Zealand *This is a powerful book which should be required reading by all working in inclusive education settings and deaf education. The editors and chapter contributors have pulled together a multi-country overview of the successes of sign-language based education, but also a clear-eyed view of the policy failures in multiple countries which have stymied efforts to ensure deaf children receive linguistically appropriate education in their national sign languages. Fortunately, the volume also offers a way forward beyond linguistic monolingualism and towards a new model of plurilingual sign language environments. * Joseph J. Murray, Gallaudet University, USA *The plurilingual lens definitely is a welcome addition that will help research and practice in deaf education move forward, which will eventually benefit deaf learners. I agree with the editors that this should be the ultimate goal. -- Maartje De Meulder, HU University of Applied Sciences, Utrecht, The Netherlands * Journal of Sociolinguistics, 2022 *Table of ContentsContributors Foreword Kristin Snoddon and Joanne C. Weber: Introduction: Plurilingualism and (In)competence in Deaf Education Part 1: Plurilingual Language Planning in Deaf Education Chapter 1. Krister Schönström and Ingela Holmström: Four Decades of Sign Bilingual Schools in Sweden: From Acclaimed to Challenged Chapter 2. Kristin Snoddon: Sign Language Language Planning and Policy in Ontario Teacher Education Chapter 3. Dai O’Brien: Bourdieu, Plurilingualism and Sign Languages in the UK Chapter 4. Saskia Mugnier: Plurilingualism in Deaf Education in France: Language Policies, Ideologies and Practices for the Bimodal Bilingual Skills of Deaf Children Chapter 5. Joanne C. Weber: Plurilingualism and Policy in Deaf Education Part 2: Plurilingual Education Practices and Models Chapter 6. Camilla Lindahl: Sign Bilingualism as Semiotic Resource in Science Education: What Does It Mean? Chapter 7. Charlotte Enns, Karen Priestley and Shauna Arbuckle: Bimodal Bilingual Programming at a Canadian School for the Deaf Chapter 8. Joni Oyserman and Mathilde de Geus: Implementing a New Design in Parent Sign Language Teaching: The Common European Framework of Reference for Languages Chapter 9. Julie Mitchener and Christi Batamula: Family Language Policy and Planning: Families with Deaf Children Chapter 10. Debra Russell: Critical Perspectives on Education Mediated by Sign Language Interpreters: Inclusion or the Illusion of Inclusion? Index

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Book SynopsisThis book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children's language use and provides insights into the flexibility and pragmatism of young deaf people and their families’ communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.Trade ReviewThis book makes a compelling case for recognising that deaf people have always had, and increasingly will have, diverse language repertoires which must be leveraged with deaf-centered insight for effective education. The plurilingual framework is a refreshing departure from reductionist binaries about language practices and identities entrenched in this field. These scholars inspire us to look and think outside those lines, and to grapple with the reality and potential of language hybridity. * Rachel L. McKee, Victoria University of Wellington, New Zealand *This is a powerful book which should be required reading by all working in inclusive education settings and deaf education. The editors and chapter contributors have pulled together a multi-country overview of the successes of sign-language based education, but also a clear-eyed view of the policy failures in multiple countries which have stymied efforts to ensure deaf children receive linguistically appropriate education in their national sign languages. Fortunately, the volume also offers a way forward beyond linguistic monolingualism and towards a new model of plurilingual sign language environments. * Joseph J. Murray, Gallaudet University, USA *The plurilingual lens definitely is a welcome addition that will help research and practice in deaf education move forward, which will eventually benefit deaf learners. I agree with the editors that this should be the ultimate goal. -- Maartje De Meulder, HU University of Applied Sciences, Utrecht, The Netherlands * Journal of Sociolinguistics, 2022 *Table of ContentsContributors Foreword Kristin Snoddon and Joanne C. Weber: Introduction: Plurilingualism and (In)competence in Deaf Education Part 1: Plurilingual Language Planning in Deaf Education Chapter 1. Krister Schönström and Ingela Holmström: Four Decades of Sign Bilingual Schools in Sweden: From Acclaimed to Challenged Chapter 2. Kristin Snoddon: Sign Language Language Planning and Policy in Ontario Teacher Education Chapter 3. Dai O’Brien: Bourdieu, Plurilingualism and Sign Languages in the UK Chapter 4. Saskia Mugnier: Plurilingualism in Deaf Education in France: Language Policies, Ideologies and Practices for the Bimodal Bilingual Skills of Deaf Children Chapter 5. Joanne C. Weber: Plurilingualism and Policy in Deaf Education Part 2: Plurilingual Education Practices and Models Chapter 6. Camilla Lindahl: Sign Bilingualism as Semiotic Resource in Science Education: What Does It Mean? Chapter 7. Charlotte Enns, Karen Priestley and Shauna Arbuckle: Bimodal Bilingual Programming at a Canadian School for the Deaf Chapter 8. Joni Oyserman and Mathilde de Geus: Implementing a New Design in Parent Sign Language Teaching: The Common European Framework of Reference for Languages Chapter 9. Julie Mitchener and Christi Batamula: Family Language Policy and Planning: Families with Deaf Children Chapter 10. Debra Russell: Critical Perspectives on Education Mediated by Sign Language Interpreters: Inclusion or the Illusion of Inclusion? Index

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Book SynopsisThis book is both a collection of cutting-edge research in the areas of multilingualism, translanguaging and bilingual education by leading scholars in these fields, and a tribute to the research and influence of Ofelia García. The chapters use a variety of methodological approaches and research designs to address topics across language policy, sociology of language and bilingual education, representing the full breadth of Ofelia García’s scholarship. Combined with the empirical chapters are more personal chapters which testify to the contributions Ofelia has made as a mentor, colleague and friend. The book recognizes Ofelia García’s place at the centre of a movement to remake multilingualism in the service of linguistic equality, justice, pluralism, diversity and inclusion in schools and societies worldwide.Trade ReviewThis book is both a richly deserved tribute to Ofelia García and a text that helps develop the fast-moving and increasingly popular concept of ‘translanguaging’, with contributions by many eminent scholars. A must-read for those many scholars and students who admire not only Ofelia’s writings but also her warm and empathic personality, it makes a major contribution to the study of translanguaging. * Colin Baker, Emeritus Professor, Bangor University, UK *This inspirational volume honoring Ofelia García’s lifelong scholarship is a must read that will deepen our understanding of how theories of bilingualism and translanguaging, educational policy, and educational practices can further the racial and social justice work in support of racialized and minoritized bi/multilingual communities. * Maite T. Sánchez, Hunter College, City University of New York, USA *Table of ContentsContributors Bernard Spolsky: Foreword: A Note on Ofelia García Maryam Borjian and Bahar Otcu-Grillman: Preface: The Genesis of this Book Introduction Maryam Borjian: Part One: The Local Roots and Global Reach of Ofelia García’s Multilingualism Bahar Otcu-Grillman: Part Two: A Tribute to Ofelia García: A Translanguaging Approach Part 1: Remaking Multilingualism Chapter 1. Nancy H. Hornberger: Imagining Multilingualism with Ofelia: Translanguaging and the Continua of Biliteracy Chapter 2. Suresh Canagarajah: A Mentor from Afar Chapter 3. Bahar Otcu-Grillman: Ofelia García’s Global Classroom Chapter 4. Lesley Bartlett: A Letter for Ofelia García Part 2: Bilingual Pedagogies and Teacher Education Chapter 5. Jo Anne Kleifgen: Emergent Bilinguals and Trans-Semiotic Practices in the New Media Age Chapter 6. Marianne Turner and Angel M.Y. Lin: Using ‘Transfeaturing’ to Explore Differentiation in the Pursuit of Translanguaging Pedagogical Goals Chapter 7. Anel V. Suriel and Mary E. Curran: Translanguaging in an Urban Social Justice Teacher Education Program Chapter 8. Ivana Espinet and Karen Zaino: Where the Banyan Tree Grows: Nurturing Teachers’ Translanguaging Pedagogy through a Study Group Chapter 9. Carmina Makar: Bilingual Teachers Engage: Poetic Inquiry as a Site for Languaging Dilemmas Part 3: Bilingual Community Education Chapter 10. Li Wei and Zhu Hua: Parental Voices in Bilingual Education Chapter 11. Bahar Otcu-Grillman: Translanguaging in Bilingual Community Education Chapter 12. Fabrice Jaumont: Bilingual Education: Making a U-Turn with Parents and Communities Part 4: Language Policy and Language Ideologies Chapter 13. Angela Creese and Adrian Blackledge: Translanguaging: An Ideological Perspective Chapter 14. Maryam Borjian: Multiple Actors and Interactions are at Work: English Language Policies in Post-Revolutionary Iran Chapter 15. Sarah Hesson: Reimagining Language Policy through the Lived Realities of Bilingual Youth Chapter 16. Sharon Avni: American Jewish Summer Camps as Translanguaging Thirdspaces Part 5: Epilogue Jo Anne Kleifgen: Afterword: A Brief History of Work and Play with Ofelia García Bahar Otcu-Grillman: Appendix: A List of Ofelia García’s Publications with Multilingual Matters Index

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Book SynopsisThis book presents research focused on young emergent bilingual children’s multimodal meaning-making processes in diverse cultural and linguistic settings. Chapters draw on a range of theoretical frameworks and expand on traditional notions of literacy, especially for students who are working to learn English as a new language. The insights into original research studies will help readers understand the many avenues that one can take as a practitioner in order to ensure that student assets are built upon to promote positive literate identities and learning experiences and, ultimately, to promote literacy success for diverse learners. Each chapter includes practical pedagogical recommendations and implications for teachers that can immediately be applied to classrooms, making the book an essential resource for using multiple modes to teach literacy with diverse student populations.Trade ReviewWith theoretical prowess and a close eye on practice, this collection of carefully edited research honors the vibrancy of linguistic, semiotic, and material dexterity at work among bilingual children. Offering a global perspective, it reinvigorates our desire to learn from what truly becomes and what is possible in bilingual learning spaces. * Angie Zapata, University of Missouri, USA *This book provides a sensitive and ground breaking account of bilingual children’s multimodal literacy practices bringing together the very best and most exciting work in the field. It traces a journey that immerses the reader in a vibrant and dynamic understanding of the arc of bilingual children’s multimodal and multilingual productions across school and beyond. This is pedagogical work at its best – research informed, playful, inventive and powerfully concerned with social justice in literacy and language education. * Kate Pahl, Manchester Metropolitan University, UK *This volume is a kaleidoscope of multimodal multilingual literacies from various contexts and nations. These original studies with culturally and linguistically diverse student populations help us watch our children read beyond the print text and learn from our children. It is an inspiring read for researchers, teachers, and parents. * Yang Wang, University of South Carolina, USA *Table of ContentsContributors Foreword Ling Hao and Sally Brown: Introduction Chapter 1. Qi Si, Tracey Hodges and Julianne Coleman: A Synthesis of How Multimodal Literacies Impact Emergent Bilingual Students’ Literacy and Cultural Identities Part 1: Preschool Chapter 2. Karen Wohlwend, Pengtong Qu, Jill Allison Scott and Carmen Liliana Medina: Multimodal Literacies at the Train Table: Supporting Young Emergent Bilinguals through Play Chapter 3. Buyi Wang and Chunhua Dai: 'Can I "Mai" that "Bao"?': An Emergent Bilingual’s Multimodal Meaning-Making Practice Chapter 4. Colleen E. Whittingham and Emily Brown Hoffman: Multimodal Narrative Composition in Urban Preschool[ed] Places: What Counts as Narrative and Whose Narrative Counts? Chapter 5. Ysaaca Axelrod, Lorraine Falchi and Marjorie Siegel: Learning from Emergent Bilinguals: Mobilizing Translanguaging and Multimodality to Reimagine School Literacy Curricular Spaces Chapter 6. Xiaodi Zhou, Zhuo Li and Shih-Fen Yeh: Teaching English and Solar Terms through a Multimodal Approach to Young Chinese Children Chapter 7. Cláudia Hilsdorf Rocha, Fernanda Coelho Liberali and Antonieta Heyden Megale: For a Politically Engaged and Socioculturally Just Language Education through Critical Multimodal Literacy in Brazilian Contexts Part 2: Kindergarten Chapter 8. Laura Schall-Leckrone: La Tortuga Está Tiptoeing: Multimodal Storytelling in a Bilingual Kindergarten Chapter 9. Laura Ascenzi-Moreno, Cecilia M. Espinosa and Alison Lehner-Quam: Move, Play, Language: A Translanguaged Multimodal Approach to Literacies with Young Emergent Bilinguals Chapter 10. Ruth Flores Bañuelos and Leslie C. Banes: 'Being Bilingual is Cool': Co-Constructing Bilingual Identities with Dual Language Kindergarteners Part 3: Primary Grades Chapter 11. Adriana Alvarez: Multimodality as a Pathway to Bilingual Learners’ Funds of Knowledge Chapter 12. Heidi R. Bacon and Moneerah Al Jabr: Creative Creations: Self-Authoring Multimodal Stories Chapter 13. Ted Kesler: Teaching a Picturebook Author Study to Support Narrative Composing Processes of Emergent Bilinguals Chapter 14. Sara Hawley: A STEERS Model of Literacy to Tackle the Challenges of the Digital for Young Bilingual Learners Chapter 15. Aijuan Cun and Mary B. McVee: Listening to the Stories of Refugee Children from Burma: A Positioning and Multimodal study Chapter 16. Vivian E. Presiado and Brittany L. Frieson: Black Girls' Multimodal Manifestations: Exploring the Multimodal Flexibility of Black Language in a Dual Language Bilingual Education Chapter 17. Ana Taboada Barber, Susan Lutz-Klauda, Mayra Cruz and Jerae Kelly: Theory of Mind: A Missing Piece in Understanding Emergent Bilinguals' Comprehension of Multimodal Narrative Texts Chapter 18. Marisa Ferraro and Kristin Bengtson Mendoza: Cultivating Language and Identity Through Multimodal Literacies: Back to the StoryBoard Chapter 19. Sally Brown and Ling Hao: Legos: A Multimodal Approach to Storytelling for a Young African Emergent Bilingual Part 4: Out-of-School Contexts Chapter 20. Junyi Yang and Joshua Lawrence: Multimodal Literacies at Home: A Survey Study of Chinese-Norwegian Bilingual Children Chapter 21. Kyungjin Hwang: How Young Emergent Bilinguals Rely on Multiple Modes to Make Meaning in Digital Multimodal Texts Chapter 22. Min-Seok Choi: Emergent Bilingual Families’ Involvement Strategies for Scientific Sense-Making in a Science Museum: A Multimodal Interaction Analysis Chapter 23. Sally Brown and Ling Hao: New Directions Index

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Book SynopsisExploring multilingualism as a complex, context-related, societal and individual phenomenon, this book centres around perspectives on how multiple languages are made (in)visible within educational settings in the Global North. The authors of each chapter compare and contrast findings across geographical contexts with the goal of understanding the facets of multilingualism that, on the one hand, conform across contexts, and on the other, diverge context-specifically. The chapters range from contributions with a focus on national/state planning for the development of sustainable multilingual and intercultural educational policies, to chapters that deal with multilingual practices and identities of students and student teachers as well as the consequences for language practices, strategies and policies in diversifying societies. This cross-contextual, comparative and interdisciplinary exploration of multilingualism will be of great interest to researchers, administrators, practitioners and students within the fields of multilingual education, sociolinguistics, youth culture and identity studies. The book is open access under a CC BY NC ND licence.Trade ReviewThis timely and engaging collection of comparative explorations of multilingualism as manifested in educational policy, curricular reform and praxis represents a compelling and important contribution to the literature on multilingualism. It is indispensable reading for all those who seek to understand the complexity of multilingualism across a wide range of contexts. * Diane J. Tedick, Professor Emeritus, University of Minnesota, USA *A remarkable and innovative volume that addresses multilingualism from a cross-disciplinary and cross-context perspective. By comparing and contrasting geographically different educational settings, this timely book provides a much-needed resource for policy stakeholders and researchers to understand the various aspects of multilingualism and linguistic diversity in broader educational domains, from language policy to language programmes and from classroom practices to individual identity. * Xiao Lan Curdt-Christiansen, University of Bath, UK *This timely volume reveals important similarities and differences of multilingualism in a wide-ranging set of case studies. Its systematic comparative approach shows the benefits of exploring multilingualism across contexts. The book provides an invaluable resource for educators, policymakers, and researchers interested in the study of multilingualism and education. * Durk Gorter, University of the Basque Country; Ikerbasque, Basque Foundation for Science, Spain *This publication is a treasure, for researchers, teacher educators and student teachers [...] With intriguing comparisons across contexts, the volume is educational. It could be one of those pieces of literature that lasts from the first course in ITE to the final degree project * Ylva Sandberg, Language Policy 22 2023 *Table of ContentsContributors Siv Björklund and Mikaela Björklund: Introduction Chapter 1. Jim Cummins and Jarmo Lainio: A Comparison of Swedish and Canadian Educational Policies and Instructional Practices: The Case of Multilingual Language Learners Chapter 2. Kamil Özerk and Colin H. Williams: National Curriculum Reforms and Their Impact on Indigenous and Minority Languages: The Sami in Norway and Welsh in Wales in Comparative Perspective Chapter 3. Anna Slotte, Janus Spindler Møller and Tuuli From: Languaging and Language Policies among Multilingual Children and Youth Groups in Finland and Denmark Chapter 4. Júlia Llompart, Tjaša Dražnik and Mari Bergroth: ‘I am a Plurilingual Speaker, but can I Teach Plurilingual Speakers?’ Contradictions in Student Teacher Discourses on Plurilingualism in Spain, Slovenia and Finland Chapter 5. Sviatlana Karpava, Mikaela Björklund and Siv Björklund: In Search of Dominant Language Constellations among Multilingual Young Adults in Cyprus and Finland: The Influence of Multiple Language Use and Practices on Linguistic Identity and Trajectories as Future Teachers Chapter 6. Agnieszka Otwinowska, Mari Bergroth and Eve Zyzik: Supporting Multilingual Learning in Educational Contexts: Lessons from Poland, Finland and California Chapter 7. Lorenzo Zanasi, Karita Mård-Miettinen and Verena Platzgummer: Researching Adolescents’ Linguistic Repertoires in Multilingual Areas: Case Studies from South Tyrol and Finland Colin H. Williams: Creating Synergies in Comparative Multilingualism: An Epilogue Index

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Book SynopsisExploring multilingualism as a complex, context-related, societal and individual phenomenon, this book centres around perspectives on how multiple languages are made (in)visible within educational settings in the Global North. The authors of each chapter compare and contrast findings across geographical contexts with the goal of understanding the facets of multilingualism that, on the one hand, conform across contexts, and on the other, diverge context-specifically. The chapters range from contributions with a focus on national/state planning for the development of sustainable multilingual and intercultural educational policies, to chapters that deal with multilingual practices and identities of students and student teachers as well as the consequences for language practices, strategies and policies in diversifying societies. This cross-contextual, comparative and interdisciplinary exploration of multilingualism will be of great interest to researchers, administrators, practitioners and students within the fields of multilingual education, sociolinguistics, youth culture and identity studies. The book is open access under a CC BY NC ND licence.Trade ReviewThis timely and engaging collection of comparative explorations of multilingualism as manifested in educational policy, curricular reform and praxis represents a compelling and important contribution to the literature on multilingualism. It is indispensable reading for all those who seek to understand the complexity of multilingualism across a wide range of contexts. * Diane J. Tedick, Professor Emeritus, University of Minnesota, USA *A remarkable and innovative volume that addresses multilingualism from a cross-disciplinary and cross-context perspective. By comparing and contrasting geographically different educational settings, this timely book provides a much-needed resource for policy stakeholders and researchers to understand the various aspects of multilingualism and linguistic diversity in broader educational domains, from language policy to language programmes and from classroom practices to individual identity. * Xiao Lan Curdt-Christiansen, University of Bath, UK *This timely volume reveals important similarities and differences of multilingualism in a wide-ranging set of case studies. Its systematic comparative approach shows the benefits of exploring multilingualism across contexts. The book provides an invaluable resource for educators, policymakers, and researchers interested in the study of multilingualism and education. * Durk Gorter, University of the Basque Country; Ikerbasque, Basque Foundation for Science, Spain *This publication is a treasure, for researchers, teacher educators and student teachers [...] With intriguing comparisons across contexts, the volume is educational. It could be one of those pieces of literature that lasts from the first course in ITE to the final degree project * Ylva Sandberg, Language Policy 22 2023 *Table of ContentsContributors Siv Björklund and Mikaela Björklund: Introduction Chapter 1. Jim Cummins and Jarmo Lainio: A Comparison of Swedish and Canadian Educational Policies and Instructional Practices: The Case of Multilingual Language Learners Chapter 2. Kamil Özerk and Colin H. Williams: National Curriculum Reforms and Their Impact on Indigenous and Minority Languages: The Sami in Norway and Welsh in Wales in Comparative Perspective Chapter 3. Anna Slotte, Janus Spindler Møller and Tuuli From: Languaging and Language Policies among Multilingual Children and Youth Groups in Finland and Denmark Chapter 4. Júlia Llompart, Tjaša Dražnik and Mari Bergroth: ‘I am a Plurilingual Speaker, but can I Teach Plurilingual Speakers?’ Contradictions in Student Teacher Discourses on Plurilingualism in Spain, Slovenia and Finland Chapter 5. Sviatlana Karpava, Mikaela Björklund and Siv Björklund: In Search of Dominant Language Constellations among Multilingual Young Adults in Cyprus and Finland: The Influence of Multiple Language Use and Practices on Linguistic Identity and Trajectories as Future Teachers Chapter 6. Agnieszka Otwinowska, Mari Bergroth and Eve Zyzik: Supporting Multilingual Learning in Educational Contexts: Lessons from Poland, Finland and California Chapter 7. Lorenzo Zanasi, Karita Mård-Miettinen and Verena Platzgummer: Researching Adolescents’ Linguistic Repertoires in Multilingual Areas: Case Studies from South Tyrol and Finland Colin H. Williams: Creating Synergies in Comparative Multilingualism: An Epilogue Index

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Book SynopsisThis book explores multilingual practices such as translanguaging, code-switching and stylization in secondary classrooms in Hawai’i. Using linguistic ethnography, it investigates how students in a linguistically diverse class, including those who speak less commonly taught languages, deal with learning tasks and the social life of the class when using these languages alongside English as a lingua franca. It discusses implications for teachers, from balancing student needs in lesson planning and instruction to classroom management, where the language use of one individual or group can create challenges of understanding, participation or deficit identity positionings for another. The book argues that students must not only be allowed to flex their whole language repertoires to learn and communicate but also be aware of how to build bridges across differences in individual repertoires. It offers suggestions for teachers to consider within their own contexts, highlighting the need for teacher autonomy to cultivate the classroom community’s critical language awareness and create conducive environments for learning. This book will appeal to postgraduate students, researchers and academics working in the fields of sociolinguistics and linguistic ethnography as well as pre-service and in-service teachers in linguistically diverse secondary school contexts.Trade ReviewExcellent classroom research that speaks to important issues of equity and social justice. The author makes theoretical and empirical analysis such a delight to read and a source of insights to inspire a whole next generation of teachers, researchers and teacher educators in plurilingual and pluricultural settings. * Angel M. Y. Lin, Simon Fraser University, Canada *This book delivers a powerful message about the benefits and challenges of classroom multilingualism, based on the Hawaiian concept of HĀ, with an eye toward ensuring that all students’ strengths are considered to create and sustain a caring multilingual classroom community. There is so much to learn from this extraordinary work. * Christian Faltis, Texas A&M International University, USA *Mendoza's book weaves together a variety of sociolinguistic lenses to delve into teacher-student interactions in English-medium classrooms in Hawaii. It offers insights into how classroom translanguaging could be framed: with, as Mendoza puts it, attention to equity, criticality, and safety for all students. * Kate Seltzer, Rowan University, USA *Table of ContentsAcknowledgments Figures and Tables Excerpts Transcription Conventions Jeff MacSwan: Foreword Chapter 1. Introduction Chapter 2. Theoretical Constructs and Multilingual Practices in K–12 Education Chapter 3. Research Context, Methods and Data Collection and Analysis Chapter 4. ‘Sheltered’ English 9: Multilingual Majorities, Minorities, Singletons, Newcomers and Old-Timers Chapter 5. ESL 9/10: Connecting Translanguaging and Critical Language Awareness Chapter 6. Identity Trajectories of Individual Students: Multidialectal Translanguaging and Expanded Notions of ‘Academic’ Literacy Chapter 7. Discussion and Pedagogical Implications Chapter 8. Conclusion Appendices References

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Book SynopsisOver the past 40 years, Jim Cummins has proposed a number of highly influential theoretical concepts, including the threshold and interdependence hypotheses and the distinction between conversational fluency and academic language proficiency. In this book, he provides a personal account of how these ideas developed and he examines the credibility of critiques they have generated, using the criteria of empirical adequacy, logical coherence, and consequential validity. These criteria of theoretical legitimacy are also applied to the evaluation of two different versions of translanguaging theory – Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory – in a way that significantly clarifies this controversial concept. Trade ReviewIn this book, Jim Cummins not only presents his ideas and writings, giving insights into their origins and evolution, but importantly, he answers his critics. The volume provides an up-to-date analysis of translanguaging, considering its strengths and its criticisms, and offers practical translanguaging ideas for classrooms and curriculum activities. This book is Jim Cummins’ finest contribution to the literature. * Colin Baker, Emeritus Professor, Bangor University, UK *This evidence-based, nuanced and scholarly volume is Cummins at his best. Courteous and collegial, Cummins distinguishes between defensible complementary theory, and enthusiastic but conjectural false dichotomy. The single purpose is to guide educators towards how best multilingual students can learn and succeed if we are to ensure equity and social justice. * Kathleen Heugh, University of South Australia, Australia *In this volume Cummins brings the reader along on an inspiring journey that spans over 40 years and offers a unique synthesis of a life-long dedication and contribution within the field of bi- and multilingual education. The journey starts with a retrospective look at Cummins’ revolutionary and frontier-pushing theoretical hypothesis on early research in bilingual development within education and ends with presentations of innovative and creative crosslinguistic and multilingual pedagogies. * Siv Björklund, Åbo Akademi University, Finland *Table of ContentsAcknowledgements Lily Wong Fillmore: Foreword Series Editor’s Preface Tove Skutnabb-Kangas: Preface Part 1: Evolution of a Theoretical Framework: A Personal Account Chapter 1. Core Ideas and Background Influences Chapter 2. Resolving Contradictions: Cognitive Consequences of Bilingualism Chapter 3. Linguistic Interdependence: Accounting for Patterns of Bilingual Academic Development Chapter 4. Language Proficiency and Academic Achievement Chapter 5. Power Relations in School: Constructing or Constricting Identities? Chapter 6. Reversing Underachievement: An Integrated Framework Part 2: Critical Analysis of Competing Theoretical Claims Chapter 7. How Do We Assess the Legitimacy of Theoretical Constructs and Claims? Chapter 8. Is ‘Academic Language’ a Legitimate Theoretical Construct? Chapter 9. Are ‘Linguistic Interdependence’ and the ‘Common Underlying Proficiency’ Legitimate Theoretical Constructs? Chapter 10. Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory: A Comparative Analysis Part 3: Instructional Practice in Dialogue with Theoretical Concepts Chapter 11. Teachers as Knowledge Generators: Learning from Inspirational Pedagogy About the Author References Index

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Book SynopsisOver the past 40 years, Jim Cummins has proposed a number of highly influential theoretical concepts, including the threshold and interdependence hypotheses and the distinction between conversational fluency and academic language proficiency. In this book, he provides a personal account of how these ideas developed and he examines the credibility of critiques they have generated, using the criteria of empirical adequacy, logical coherence, and consequential validity. These criteria of theoretical legitimacy are also applied to the evaluation of two different versions of translanguaging theory – Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory – in a way that significantly clarifies this controversial concept. Trade ReviewIn this book, Jim Cummins not only presents his ideas and writings, giving insights into their origins and evolution, but importantly, he answers his critics. The volume provides an up-to-date analysis of translanguaging, considering its strengths and its criticisms, and offers practical translanguaging ideas for classrooms and curriculum activities. This book is Jim Cummins’ finest contribution to the literature. * Colin Baker, Emeritus Professor, Bangor University, UK *This evidence-based, nuanced and scholarly volume is Cummins at his best. Courteous and collegial, Cummins distinguishes between defensible complementary theory, and enthusiastic but conjectural false dichotomy. The single purpose is to guide educators towards how best multilingual students can learn and succeed if we are to ensure equity and social justice. * Kathleen Heugh, University of South Australia, Australia *In this volume Cummins brings the reader along on an inspiring journey that spans over 40 years and offers a unique synthesis of a life-long dedication and contribution within the field of bi- and multilingual education. The journey starts with a retrospective look at Cummins’ revolutionary and frontier-pushing theoretical hypothesis on early research in bilingual development within education and ends with presentations of innovative and creative crosslinguistic and multilingual pedagogies. * Siv Björklund, Åbo Akademi University, Finland *Table of ContentsAcknowledgements Lily Wong Fillmore: Foreword Series Editor’s Preface Tove Skutnabb-Kangas: Preface Part 1: Evolution of a Theoretical Framework: A Personal Account Chapter 1. Core Ideas and Background Influences Chapter 2. Resolving Contradictions: Cognitive Consequences of Bilingualism Chapter 3. Linguistic Interdependence: Accounting for Patterns of Bilingual Academic Development Chapter 4. Language Proficiency and Academic Achievement Chapter 5. Power Relations in School: Constructing or Constricting Identities? Chapter 6. Reversing Underachievement: An Integrated Framework Part 2: Critical Analysis of Competing Theoretical Claims Chapter 7. How Do We Assess the Legitimacy of Theoretical Constructs and Claims? Chapter 8. Is ‘Academic Language’ a Legitimate Theoretical Construct? Chapter 9. Are ‘Linguistic Interdependence’ and the ‘Common Underlying Proficiency’ Legitimate Theoretical Constructs? Chapter 10. Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory: A Comparative Analysis Part 3: Instructional Practice in Dialogue with Theoretical Concepts Chapter 11. Teachers as Knowledge Generators: Learning from Inspirational Pedagogy About the Author References Index

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Book SynopsisWhy does a public high school, despite having resources and educators with good intentions, end up graduating English learners (ELs) without preparing them for college and career? This book answers this question through a longitudinal ethnographic case study of a diverse high school in Pennsylvania. The author takes the reader on a journey with seven EL students through their last two years of high school, exploring how and why none of them reached the postsecondary destinations they originally aspired to. This book provides a sobering look into the systemic undereducation of high school ELs and the role of high schools in limiting their postsecondary options.Trade ReviewKanno provides a complex and nuanced analysis of individual and institutional forces that restrict post-secondary access for multilingual students. Guided by a comprehensive understanding of relevant research and theory, her meticulous fieldwork helps to expose systemic inequities that make clear the need for immediate and sustained change in US secondary schools. * Amanda Kibler, Oregon State University, USA *Kanno’s book provides a compelling indictment of how US secondary schools as institutions routinely fail to prepare English learners for college or jobs. Vivid descriptions of the setting, students, and educators humanize the findings and bring home the cost of school failures for youth. This is an important book for all scholars, policymakers, and educators working with emergent multilingual students at the high school level. * Linda Harklau, University of Georgia, USA *In this powerful and beautifully-written book Kanno highlights the potential of schools and schooling to shape English learner (EL) students’ postsecondary access and provides a foundation upon which to move the field forward. School, district, and state-level EL educators will want to incorporate her findings into the policies and practices that shape their EL students’ postsecondary access. * Rebecca Callahan, University of Texas at Austin, USA *Table of ContentsPreface Chapter 1. Introduction Chapter 2. Limited Access to Rigorous Academic Curriculum Chapter 3. Underdeveloped College Knowledge Chapter 4. Different Reasons to Choose a Community College Chapter 5. Not Career Ready Chapter 6. ELs’ Access to Postsecondary Education Appendix: Method References

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Book SynopsisWhy does a public high school, despite having resources and educators with good intentions, end up graduating English learners (ELs) without preparing them for college and career? This book answers this question through a longitudinal ethnographic case study of a diverse high school in Pennsylvania. The author takes the reader on a journey with seven EL students through their last two years of high school, exploring how and why none of them reached the postsecondary destinations they originally aspired to. This book provides a sobering look into the systemic undereducation of high school ELs and the role of high schools in limiting their postsecondary options.Trade ReviewKanno provides a complex and nuanced analysis of individual and institutional forces that restrict post-secondary access for multilingual students. Guided by a comprehensive understanding of relevant research and theory, her meticulous fieldwork helps to expose systemic inequities that make clear the need for immediate and sustained change in US secondary schools. * Amanda Kibler, Oregon State University, USA *Kanno’s book provides a compelling indictment of how US secondary schools as institutions routinely fail to prepare English learners for college or jobs. Vivid descriptions of the setting, students, and educators humanize the findings and bring home the cost of school failures for youth. This is an important book for all scholars, policymakers, and educators working with emergent multilingual students at the high school level. * Linda Harklau, University of Georgia, USA *In this powerful and beautifully-written book Kanno highlights the potential of schools and schooling to shape English learner (EL) students’ postsecondary access and provides a foundation upon which to move the field forward. School, district, and state-level EL educators will want to incorporate her findings into the policies and practices that shape their EL students’ postsecondary access. * Rebecca Callahan, University of Texas at Austin, USA *Table of ContentsPreface Chapter 1. Introduction Chapter 2. Limited Access to Rigorous Academic Curriculum Chapter 3. Underdeveloped College Knowledge Chapter 4. Different Reasons to Choose a Community College Chapter 5. Not Career Ready Chapter 6. ELs’ Access to Postsecondary Education Appendix: Method References

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Book SynopsisThis book details a three-year, multi-stranded study of teacher education programs that prepare future teachers to work with multilingual learners. The book examines how racism and linguicism collaborate to shape the conditions under which teacher candidates learn how to teach. The analysis traces dynamic shifts in thinking and practice as participants reflected on their personal, professional and academic experiences in relation to formal curriculum and assessment policies to interpret what it means to work with multilingual learners in the classroom. The book offers guiding principles – above all, learning from multilingual learners, not only about them – and presents a suite of teacher-education practices to disrupt the interplay of language and race that so deeply shapes teacher-candidate learning about multilingual learners.Trade ReviewThis book provides an essential and timely contribution to the field of multilingual teacher education. Drawing on the concept of raciolinguicized subjectivities and situated within the sociopolitical and policy shifts of Ontario, Canada, this study of a teacher education program has much to offer to researchers and teacher educators. * Manka Varghese, University of Washington, USA *An example of carefully, collaboratively conducted critical research, this book is realistic as well as encouraging, precise as well as broad, situated as well as expansive, and formulated into an accessible, yet deeply intellectual narrative that is poised to move our field toward truly disrupting the inequitable, racist, and linguistic status quo. A must-read for every current and future teacher educator. * Kara Mitchell Viesca, University of Nebraska Lincoln, USA *Based on an extensive empirical study in Ontario, Canada, this impressive work provides sound insights into how racial structures inscribed in official language policies are reflected in teacher education. The conclusion for practicians to counter racism by putting multilingual learners and their experiences with language and learning right at the center of pedagogic moves is most convincing. * Yasemin Karakaşoğlu, University of Bremen, Germany *Table of ContentsFigures and Tables Acronyms Acknowledgments About the Authors Chapter 1. Jeff Bale and Antoinette Gagné: Contradictions of Stability and Change Chapter 2. Jeff Bale, Shakina Rajendram, Mama Adobea Nii Owoo, Katie Brubacher and Wales Wong: The Research Design and the People Behind it Chapter 3. Jeff Bale: Framing the Study Chapter 4. Shakina Rajendram, Mama Adobea Nii Owoo, Katie Brubacher, Wales Wong, Jennifer Burton and Jeff Bale: Who are Multilingual Learners in Ontario Imagined to Be? Chapter 5. Shakina Rajendram, Mama Adobea Nii Owoo, Yiran Zhang, Julie Kerekes and Jeff Bale: Preparing Teacher Candidates to Support Multilingual Learners: Insights from the Field Chapter 6. Jeff Bale, Katie Brubacher, Elizabeth Jean Larson and Yiran Zhang: STEPing into Deficit Thinking Chapter 7. Jeff Bale, Shakina Rajendram, Katie Brubacher, Jennifer Burton and Wales Wong: (Un-)Learning Translanguaging Pedagogies Chapter 8. Jeff Bale, Shakina Rajendram, Antoinette Gagné, Katie Brubacher, Wales Wong and Jennifer Burton: Practices and Principles of Change Elizabeth Jean Larson: Appendix: Overview of the PeCK-LIT Test and Additional Analyses

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Book SynopsisThis book details a three-year, multi-stranded study of teacher education programs that prepare future teachers to work with multilingual learners. The book examines how racism and linguicism collaborate to shape the conditions under which teacher candidates learn how to teach. The analysis traces dynamic shifts in thinking and practice as participants reflected on their personal, professional and academic experiences in relation to formal curriculum and assessment policies to interpret what it means to work with multilingual learners in the classroom. The book offers guiding principles – above all, learning from multilingual learners, not only about them – and presents a suite of teacher-education practices to disrupt the interplay of language and race that so deeply shapes teacher-candidate learning about multilingual learners.Trade ReviewThis book provides an essential and timely contribution to the field of multilingual teacher education. Drawing on the concept of raciolinguicized subjectivities and situated within the sociopolitical and policy shifts of Ontario, Canada, this study of a teacher education program has much to offer to researchers and teacher educators. * Manka Varghese, University of Washington, USA *An example of carefully, collaboratively conducted critical research, this book is realistic as well as encouraging, precise as well as broad, situated as well as expansive, and formulated into an accessible, yet deeply intellectual narrative that is poised to move our field toward truly disrupting the inequitable, racist, and linguistic status quo. A must-read for every current and future teacher educator. * Kara Mitchell Viesca, University of Nebraska Lincoln, USA *Based on an extensive empirical study in Ontario, Canada, this impressive work provides sound insights into how racial structures inscribed in official language policies are reflected in teacher education. The conclusion for practicians to counter racism by putting multilingual learners and their experiences with language and learning right at the center of pedagogic moves is most convincing. * Yasemin Karakaşoğlu, University of Bremen, Germany *Table of ContentsFigures and Tables Acronyms Acknowledgments About the Authors Chapter 1. Jeff Bale and Antoinette Gagné: Contradictions of Stability and Change Chapter 2. Jeff Bale, Shakina Rajendram, Mama Adobea Nii Owoo, Katie Brubacher and Wales Wong: The Research Design and the People Behind it Chapter 3. Jeff Bale: Framing the Study Chapter 4. Shakina Rajendram, Mama Adobea Nii Owoo, Katie Brubacher, Wales Wong, Jennifer Burton and Jeff Bale: Who are Multilingual Learners in Ontario Imagined to Be? Chapter 5. Shakina Rajendram, Mama Adobea Nii Owoo, Yiran Zhang, Julie Kerekes and Jeff Bale: Preparing Teacher Candidates to Support Multilingual Learners: Insights from the Field Chapter 6. Jeff Bale, Katie Brubacher, Elizabeth Jean Larson and Yiran Zhang: STEPing into Deficit Thinking Chapter 7. Jeff Bale, Shakina Rajendram, Katie Brubacher, Jennifer Burton and Wales Wong: (Un-)Learning Translanguaging Pedagogies Chapter 8. Jeff Bale, Shakina Rajendram, Antoinette Gagné, Katie Brubacher, Wales Wong and Jennifer Burton: Practices and Principles of Change Elizabeth Jean Larson: Appendix: Overview of the PeCK-LIT Test and Additional Analyses

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