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The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education
by Stephen MayDrawing on the latest developments in bilingual and multilingual research, The Multilingual Turn offers a critique of, and alternative to, still-dominant monolingual theories, pedagogies and practices in SLA, TESOL, and bilingual education. Critics of the ‘monolingual bias’ argue that notions such as the idealized native speaker, and related concepts of interlanguage, language competence, and fossilization, have framed these fields inextricably in relation to monolingual speaker norms. In contrast, these critics advocate an approach that emphasizes the multiple competencies of bi/multilingual learners as the basis for successful language teaching and learning. This volume takes a big step forward in re-situating the issue of multilingualism more centrally in applied linguistics and, in so doing, making more permeable its key sub-disciplinary boundaries – particularly, those between SLA, TESOL, and bilingual education. It addresses this issue head on, bringing together key international scholars in SLA, TESOL, and bilingual education to explore from cutting-edge interdisciplinary perspectives what a more critical multilingual perspective might mean for theory, pedagogy, and practice in each of these fields.
The Multilingual Turn in Languages Education
by Jean Conteh Gabriela MeierStarting from the key idea that learners and teachers bring diverse linguistic knowledge and resources to education, this book establishes and explores the concept of the 'multilingual turn' in languages education and the potential benefits for individuals and societies. It takes account of recent research, policy and practice in the fields of bilingual and multilingual education as well as foreign and second language education. The chapters integrate theory and practice, bringing together researchers and practitioners from five continents to illustrate the effects of the multilingual turn in society and evaluate the opportunities and challenges of implementing multilingual curricula and activities in a variety of classrooms. Based on the examples featured, the editors invite students, teachers, teacher educators and researchers to reflect on their own work and to evaluate the relevance and applicability of the multilingual turn in their own contexts.
Multilingual Universities in South Africa
by Liesel Hibbert Christa van der WaltFocusing on the use of African languages in higher education, this book showcases South African higher education practitioners' attempts to promote a multilingual ethos in their classes. It is a first-time overview of multilingual teaching and learning strategies that have been tried and tested in a number of higher education institutions in South Africa. Despite language-in-education policies that extol the virtues of multilingualism, practice remains oriented towards English-only learning and teaching. In the multilingual contexts of local campuses, this book shows how students and lecturers attempt to understand their multiple identities and use the available languages to create multilingual learning environments.
Multilingualism: A Sociolinguistic and Acquisitional Approach
by Sarah Buschfeld Patricia Ronan Manuela Vida-MannlThis textbook takes a broad perspective on multilingualism, using a sociolinguistics and acquisition-informed approach that treats multilingualism not solely as the mastery of two or more well-defined language systems, but rather as a continuum of linguistic repertoires and resources to be used in different settings and combinations. The authors introduce traditional aspects of multilingualism - including historical dimensions, societal and individual multilingualism, aspects of identities, ideologies, education, and language policies - before going on to examine newer manifestations such as multilingualism in migrant and refugee contexts, in new media, pop music and linguistic landscaping, as well as the notion of grassroots multilingualism. This textbook will be an ideal resource for postgraduate students of linguistics and multilingualism, as well as advanced undergraduate students who are looking for a nuanced and holistic approach to the topic.
Multilingualism and Multiculturalism in Language Education (Multilingual Education #49)
by Sviatlana KarpavaThis volume focuses on multidisciplinary approaches to multilingualism, multiculturalism and language teaching and learning at (pre)primary, secondary and tertiary levels. It addresses both top-down and bottom-up perspectives on language education policies, teacher training and preparation. The book explores the needs and challenges related to education in multilingual classrooms, the relationship between parents and educators, and linguistic and cultural diversity in classrooms. It draws on the findings of research that has been conducted worldwide including in Cyprus, USA, UK, Scotland, Spain, France, Sri Lanka, Slovenia, Australia, New Zealand, Indonesia, Hong Kong, Sweden, Greece, and Italy. This book is ideal for students of (applied) linguistics, (socio)linguistics, psycholinguistics, language acquisition and education, as well as practitioners, teachers, parents, experts and researchers wishing to update their knowledge regarding multilingualism, multiculturalism, language learning, and teaching.
Multilingualism and Translanguaging in Chinese Language Classrooms (Palgrave Studies in Teaching and Learning Chinese)
by Danping WangThis book presents new research on Chinese as a Second Language (CSL) teaching from an ethnographic classroom study on classroom translanguaging practices that highlights the policy and pedagogical implications of adopting a creative and principled multilingual approach. Drawing on a case study from Hong Kong, it analyses naturally observed language patterns in CSL classrooms and the attitudes of students and teachers towards prescribed classroom language policies, and thereby demonstrates the importance of mixing Chinese, English and students’ home languages to achieve successful second language learning. It discusses the nature and guiding principles for classroom translanguaging research and provides research tools that will enable second language teachers to examine their own language practices. The author argues persuasively that second language teaching practices and policies must reflect the current reality of language use and the diverse learning needs of multilingual students. This book will appeal to teacher educators and researchers in fields such as second language acquisition, foreign language teaching and language policy.
Multilingualism as a Resource and a Goal: Using and Learning Languages in Mainstream Schools
by Marianne TurnerThis book explores multilingualism as a resource and goal at school in contexts of student diversity and institutional monolingualism. Combining translanguaging theory and sociocultural theory, the author proposes a framework for the learning and use of both foreign and heritage languages across the curriculum in mainstream schools. By clearly linking language practices to teaching and learning objectives, the book aims to support school leaders and practitioners make informed decisions about how best to promote multilingualism in their school, as well as to enhance the learning outcomes of bi/multilinguals. In addition to school leaders and practitioners, it will be of interest to students and academics in the fields of bilingual education and TESOL, as well as applied linguistics and language teaching more broadly.
Multilingualism, Identity and Interculturality in Education
by Ruth FieldingThis book brings together research on multilingualism, identity and intercultural understanding from a range of locations across the globe to explore the intersection of these key ideas in education. It addresses the need to better understand how multilingual, identity, and intercultural approaches intersect for multilingual learners in complex and varied settings. Through global examples, it explores how identities and multilingualism are situated within, and surrounding intercultural experiences. This book examines the different theoretical interpretations as encountered and used in different contexts. By doing so, it helps readers better understand how teachers approach multilingualism and diversity in a range of contexts.
Multilingualism in Education in Nepal: Ideology and Identity (Nepal and Himalayan Studies)
by Laxman GhimireThis book explores the development of multilingual policy in education in Nepal in sociopolitical and historical contexts and examines the frameworks of language use in schools. It investigates the dynamics and factors that influence the process of construction and appropriation of the policy of multilingualism in education. The book surveys the language situation in schools and discusses how it is impacted by local language positions, societal power relations, ideological and identity contestations, and the attitude, language behaviour and resistance of key actors. It highlights the role of pedagogy, linguistics and politics that govern the policy of multilingual education. The author assesses the prospects of a multilingual approach to learning via teacher preparation, curriculum and learning material development, coordination of actors and institutions, and resources available in schools. The book presents Nepal’s linguistic background while discussing how multilingualism in education recognises local languages to improve the quality of learning in classrooms in ethnolinguistic communities. Evaluating the use of local languages in classrooms, it explores monolingual, multilingual and language maintenance frameworks of multilingualism in education. This book will be of interest to teachers, students, and researchers of education and educational studies, linguistics, sociology of education, school education, language studies, sociolinguistics, language policy and planning, public administration, ethnolinguistics, and sociology of language. It will also be useful to educationists, policymakers, linguists, sociolinguists and those working in related areas.
Multilingualism in the Australian Suburbs
by Ruth FieldingThis book introduces a framework for examining bilingual identity and presents the cases of seven individual children from a study of young students' bilingual identities in an Australian primary school. The new Bilingual Identity Negotiation Framework brings together three elements that influence bilingual identity development - sociocultural connection, investment and interaction. The cases comprise individual stories about seven young, bilingual students and are complemented by some more general investigations of bilingual identity from a whole class of students at the school. The framework is explained and supported using the students' stories and offers readers a new concept for examining and thinking about bilingual identity. This book builds upon past and current theories of identity and bilingualism and expands on these to identify three interlinking elements within bilingual identity. The book highlights the need for greater dialogue between different sectors of research and education relating to languages and bilingualism. It adds to the increasing call for collaborative work from the different fields interested in language learning and teaching such as TESOL, bilingualism, and language education. Through the development of the framework and the students' stories in this study, this book shows how multilingual children in one school in Australia developed their identities in association with their home and school languages. This provides readers with a model for examining bilingual identity in their own contexts, or a theoretical construct to consider in their thinking on bilingualism, language and identity.
Multilingualism in the Early Years: Extending the limits of our world
by Sandra SmidtMultilingualism in the Early Years is a highly accessible text that examines the political, theoretical, ideological and practical issues involved in the education of children speaking two or more languages. Drawing on current research and thinking about the advantages and disadvantages of being multilingual, Smidt uses powerful case studies to reveal how language or languages are acquired. She explores language in terms of who shares it, its relationship to class, culture, power, identity and thinking, and its fascinating role as it moves from the personal to the public and political. More specifically the book studies: what it means to be bilingual through an analysis of the language histories submitted by a range of people; how language/s define people; a brief history of minority education in the UK; how practitioners and teachers can best support all young children as learners whilst they continue to use their first languages and remain part of and partners in their communities and cultures; being bilingual: an advantage or a disadvantage? the impact of multilingualism on children’s educational and life chances.? Multilingualism in the Early Years is a really useful text for practitioners working with multilingual children, as well as any student undertaking courses in early childhood education.
Multilingualism, Literacy and Dyslexia: Breaking down barriers for educators
by Gavin Reid Lindsay PeerThis fully revised new edition provides advice on the identification, assessment and support of bilingual learners and assists practitioners in identifying the difference between literacy difficulties due to bilingualism or multilingualism and dyslexia. An essential text for staff development, it includes innovative approaches in technology and teaching programmes beneficial to multilingual learners and advice on learning additional languages. With contributions from experts from across the globe, this book will provide guidance on key themes, including: the assessment of multilingual learners the impact of dyslexia on bilingualism the literacy challenges facing learners from Indigenous cultures the role of the SENCO in identifying children with English as an additional language and Dyslexia the emotional needs of learners with bi/multilingualism and Dyslexia This book will provide guidance to anyone involved in literacy development and language learning. With the increase in international schools around the globe and the ever growing desire for parents to ensure that their children become proficient in English, this book will appeal to teachers, teaching assistants, specialists, and all other practitioners who work with bi/multilingual children.
Multiliteracies and Early Years Innovation: Perspectives from Finland and Beyond (Routledge Research in Early Childhood Education)
by Kristiina Kumpulainen Julian Sefton-GreenMultiliteracies and Early Years Innovation: Perspectives from Finland and Beyond brings together internationally renowned scholars to investigate and reflect upon the significance of introducing multiliteracies in the education of children (0–8 years old) and the challenge of enhancing professional development opportunities of early years practitioners. The book brings together curriculum innovation and reform and the changing media ecology of young children's learning lives in a single volume. It provides insights into Finnish early years education in terms of policy, practice, and research with a specific focus on the enhancement of children’s multiliteracies. Case studies from around the world explore co-developing practices between researchers and teachers, the development of communities and the ways in which different classroom interventions draw on new kinds of teacher knowledge. This book will appeal to academics, researchers, and postgraduate students with an interest in early years education, literacy education, the sociology of digital culture, school reform, teacher education, and comparative education.
Multiliteracies for a Digital Age
by Stuart A. SelberThis is a guide for composition teachers to develop effective, full-scale computer literacy programs that are also professionally responsible by emphasizing different kinds of literacies and proposing methods for helping students move among them in strategic ways.
Multiliteracies in Motion: Current Theory and Practice
by David R. Cole Darren Lee PullenThe realities of new technological and social conditions since the 1990s demand a new approach to literacy teaching. Looking onward from the original statement of aims of the multiliteracies movement in 1996, this volume brings together top-quality scholarship and research that has embraced the notion and features new contributions by many of the originators of this approach to literacy. Drawing on large research projects and empirical evidence, the authors explore practical and educational issues that relate to multiliteracies, such as assessment, pedagogy and curriculum. The viewpoint taken is that multiliteracies is a complementary socio-cultural approach to the new literacies that includes pedagogy and learning. The differences are addressed from a multiliteracies perspective – one that does not discount or undermine the new literacies, but shows new ways in which they are complementary. Computers and the internet are transforming the way we work and communicate and the very notion of literacy itself. This volume offers frontline information and a vital update for those wishing to understand the evolution of multiliteracies and the current state of literacy theory in relation to it.
Multiliteracies in World Language Education (Language, Culture, and Teaching Series)
by Yuri Kumagai Ana López-Sánchez Sujane WuPutting a multiliteracies framework at the center of the world language curriculum, this volume brings together college-level curricular innovations and classroom projects that address differences in meaning and worldviews expressed in learners’ primary and target languages. Offering a rich understanding of languages, genres, and modalities as socioculturally situated semiotic systems, it advocates an effective pedagogy for developing learners’ abilities to operate between languages. Chapters showcase curricula that draw on a multiliteracies framework and present various classroom projects that develop aspects of multiliteracies for language learners. A discussion of the theoretical background and historical development of the pedagogy of multiliteracies and its relevance to the field of world language education positions this book within the broader literature on foreign language education. As developments in globalization, accountability, and austerity challenge contemporary academia and the current structure of world language programs, this book shows how the implementation of a multiliteracies-based approach brings coherence to language programs, and how the framework can help to accomplish the goals of higher education in general and of language education in particular.
Multiliteracies Pedagogy and Language Teaching: Stories of Praxis from Indigenous Communities (Educational Linguistics #60)
by Sabine Siekmann Joan Parker WebsterThis volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. This approach is illustrated through examples of innovative teacher-generated action research conducted in Indigenous and English, dual language and immersion classrooms, all situated in the context of language and cultural maintenance and revitalization. These examples of praxis help to bridge the gap between theory and practice in Indigenous language and literacy teaching. The volume draws on critical theories of praxis and the concept of multiliteracies and multimodalities, with specific attention to the design cycle as a way to conceptualize and engage in praxis through research and pedagogy. The authors trace teacher trajectories relating to (language) teaching and their positionalities in language revitalization and maintenance efforts by using a participatory teacher action research approach. The final chapter brings together Indigenous and western onto-epistemological and methodological perspectives in a conversation among two western and an Indigenous scholar, who have been working together with the teacher-researchers whose stories are presented in this volume. This volume is of interest to scholars, graduate students, educational practitioners and educational leaders interested in multiliteracies, multimodalities, teacher action research, and Indigenous pedagogies.
MULTIMATHEMACY: Anthropology and Mathematics Education
by Rik PinxtenThis book defends that math education should systematically start out from the diverse out-of-school knowledge of children and develop trajectories from there to the Academic Mathematics tower of knowledge. Learning theories of the sociocultural school (Vygotsky and on) are used here, and ethnographic knowledge from around the world is shown to offer a rich and varied base for curricula. The book takes a political stand against the exclusively western focus in OECD analyses and proposals on math education. This book aimsat agents in education and social actions in every cultural environment. But itis also attractive to mathematicians, anthropologists and other specialists. Itoffers a broad and scholarly view of knowledge and culture and a veryoriginal transcultural and transdisciplinarian approach to education. Ubiratan D'Ambrosio, UNICAMP/Universidade Estadual de Campinas, Brazil
Multimedia and Literacy Development: Improving Achievement for Young Learners
by Susan B. Neuman Adriana G. BusRepresenting the state of the art in multimedia applications and their promise for enhancing early literacy development, this volume broadens the field of reading research by looking beyond print-only experiences to young readers’ encounters with multimedia stories on the Internet and DVD. Multimedia storybooks include, in addition to static pictures and written text, features such as oral text, animations, sounds, zooms, and scaffolds designed to help convey meaning. These features are changing how young children read text, and also provide technology-based scaffolds for helping struggling readers. Multimedia and Literacy Development reports experimental research and practices with multimedia stories indicating that new dimensions of media contribute to young children’s ability to understand stories and to read texts independently. This is the first synthesis of evidence-based research in this field. Four key themes are highlighted: Understanding the multimedia environment for learning Designing multimedia applications for learning New approaches to storybook reading Multimedia applications in classroom instruction. Written in jargon-free language for an international audience of students in university courses on literacy and information technology, researchers, policymakers, program developers, and media specialists, this volume is essential reading for all professionals interested in early literacy and early interventions.
Multimedia and Megachange: New Roles for Educational Computing
by W Michael Reed John K BurtonThe use of multimedia strikes at the very heart of traditional teaching and learning methods, and is changing the way educators think about the whole process of teaching and learning. Multimedia and Megachange spurs ideas for the use of interactive technology to revolutionize teaching and learning. It describes and analyzes issues and trends that are currently setting a research and development agenda for educators.Contributors to this volume explore all fronts on which computer technology are changing the educational process:concept and theoryresearchapplicationdesignMultimedia and Megachange opens up the exciting world of how technology is dramatically changing how teachers teach and students learn. It also highlights spin-off changes for classroom management, greater sources of information, and improved evaluation and grading techniques.
Multimedia Comprehension
by Wolfgang SchnotzMultimedia messages use combinations of texts, pictures, maps, and graphs as tools for communication. This book provides a synthesis of theory and research about how people comprehend multimedia. It adopts the perspectives of cognitive psychology, semiotics, anthropology, linguistics, education, and art. Its central idea is that information displays can be categorized into two different but complementary forms of representations, which service different purposes in human cognition and communication. Specific interaction between these representations enhances comprehension, thinking, and problem solving, as illustrated by numerous examples. Multimedia Comprehension is written for a broad audience with no special prior knowledge. It is of interest to everyone trying to understand how people comprehend multimedia, from scholars and students in psychology, communication, and education, to web- and interface-designers and instructors.
Multimedia in the College Classroom: Improve Learning and Connect with Students in Online and Hybrid Courses
by Heidi Skurat Harris Michael GreerThis practical guide to multimedia in online college instruction provides easy-to-follow instructions for designing multimedia assignments that maximize student learning while reducing cognitive load.This book presents the learning process as a complex, multidimensional experience that includes texts as well as auditory and visual elements. Each chapter includes research-based activities to develop instructors’ multimedia skills. The book leverages cutting edge cognitive research to improve accessibility and design, while also providing practical asynchronous and synchronous activities that engage learners.Multimedia in the College Classroom is the ideal resource for any higher education instructor, administrator, or leader who wishes to learn about, reflect on, and implement research-based learning strategies through the targeted use of multimedia.
MultiMedia Modeling: 28th International Conference, MMM 2022, Phu Quoc, Vietnam, June 6–10, 2022, Proceedings, Part II (Lecture Notes in Computer Science #13142)
by Björn Þór Jónsson Cathal Gurrin Minh-Triet Tran Duc-Tien Dang-Nguyen Anita Min-Chun Hu Binh Huynh Thi Thanh Benoit HuetThe two-volume set LNCS 13141 and LNCS 13142 constitutes the proceedings of the 28th International Conference on MultiMedia Modeling, MMM 2022, which took place in Phu Quoc, Vietnam, during June 6–10, 2022.The 107 papers presented in these proceedings were carefully reviewed and selected from a total of 212 submissions. They focus on topics related to multimedia content analysis; multimedia signal processing and communications; and multimedia applications and services.
MultiMedia Modeling: 28th International Conference, MMM 2022, Phu Quoc, Vietnam, June 6–10, 2022, Proceedings, Part I (Lecture Notes in Computer Science #13141)
by Björn Þór Jónsson Cathal Gurrin Minh-Triet Tran Duc-Tien Dang-Nguyen Anita Min-Chun Hu Binh Huynh Thi Thanh Benoit HuetThe two-volume set LNCS 13141 and LNCS 13142 constitutes the proceedings of the 28th International Conference on MultiMedia Modeling, MMM 2022, which took place in Phu Quoc, Vietnam, during June 6–10, 2022.The 107 papers presented in these proceedings were carefully reviewed and selected from a total of 212 submissions. They focus on topics related to multimedia content analysis; multimedia signal processing and communications; and multimedia applications and services.
MultiMedia Modeling: 27th International Conference, MMM 2021, Prague, Czech Republic, June 22–24, 2021, Proceedings, Part I (Lecture Notes in Computer Science #12572)
by Stefanos Vrochidis Klaus Schoeffmann Vasileios Mezaris Jakub Lokoč Tomáš Skopal Xirong Li Ioannis PatrasThe two-volume set LNCS 12572 and 1273 constitutes the thoroughly refereed proceedings of the 27th International Conference on MultiMedia Modeling, MMM 2021, held in Prague, Czech Republic, in June2021. Of the 211 submitted regular papers, 40 papers were selected for oral presentation and 33 for poster presentation; 16 special session papers were accepted as well as 2 papers for a demo presentation and 17 papers for participation at the Video Browser Showdown 2021. The papers cover topics such as: multimedia indexing; multimedia mining; multimedia abstraction and summarization; multimedia annotation, tagging and recommendation; multimodal analysis for retrieval applications; semantic analysis of multimedia and contextual data; multimedia fusion methods; multimedia hyperlinking; media content browsing and retrieval tools; media representation and algorithms; audio, image, video processing, coding and compression; multimedia sensors and interaction modes; multimedia privacy, security and content protection; multimedia standards and related issues; advances in multimedia networking and streaming; multimedia databases, content delivery and transport; wireless and mobile multimedia networking; multi-camera and multi-view systems; augmented and virtual reality, virtual environments; real-time and interactive multimedia applications; mobile multimedia applications; multimedia web applications; multimedia authoring and personalization; interactive multimedia and interfaces; sensor networks; social and educational multimedia applications; and emerging trends.