This book explores the question of how equitable and inclusive education can be implemented in heterogeneous classes where learners' languages and cultures reflect the social reality of mass migration and everyday plurilingualism. The book brings together researchers and practitioners working in inclusive teaching and learning in a variety of migration contexts from pre-school to university. The book opens with an exploration of the relationship between language ideologies and policies with respect to the inclusion of learners for whom the language of education is not the language spoken in the home. The following section focuses on innovative pedagogical practices which allow migrants to be socially, culturally and institutionally included at school and at university while using their plurilingual competences as resources for learning/teaching and allowing them to fully realise their potential.

Proposes innovative pedagogical practices which allow migrants to be included in education and enable them to fully realise their potential

About the Author

Latisha Mary is an associate professor in the INSPE-Faculty of Education and Lifelong Learning at the University of Strasbourg, France.

Ann-Birte Kruger is an associate professor in the INSPE Besancon- Faculty of Education and Lifelong Learning at the University of Bourgogne Franche-Comte, France.

Andrea S. Young is a professor in the INSPE-Faculty of Education and Lifelong Learning at the University of Strasbourg, France.

Reviews
Brilliantly framed at beginning and end by two powerhouse scholars in multilingual education, this volume addresses central questions of how learners' own languages (or language varieties), cultural practices and identities can be included in pedagogical approaches that challenge an overarching monolingual habitus. The chapters are interspersed with brief personal testimonies, giving life to the agency of educators who find ways, even in the most constrained and debilitating of spaces, to celebrate and build on the richly diverse repertoires of learners. * Carol Benson, Teachers College, Columbia University, USA *
In this outstanding book, high-quality studies from diverse global contexts provide compelling evidence that multilingual pedagogy is fundamental to inclusive education. The research presented here demonstrates that all learners benefit when their language repertoires enter the classroom as authentic learning resources. This book is essential reading for anyone engaged in educational research or practice. * Angela Creese, University of Stirling, UK *

This inspiring volume shows that educators are actors of change, that their teaching practices can have a real impact on the inclusion process of many refugee and immigrant children and adults, and that they can (and should) challenge the systems in place [...] This book is particularly relevant for educational actors and researchers, but also for those interested in multilingualism, translanguaging, migration, inclusion, social justice, and policies.

-- Marie-Eve Bouchard, University of British Columbia, Canada * LINGUIST List 33.274 *

[This book] is an important resource for researchers and an important source of information and ideas for practising teachers. Above all, it makes an unanswerable case for the move from monoglossic teaching of language to a multilingual approach allowing for the expression of different languages and different cultural experience in the classroom.

-- Barry Tomalin * ICC Journal, Volume 4 Issue 1 *



Book Information
ISBN 9781800412934
Author Latisha Mary
Format Paperback
Page Count 328
Imprint Multilingual Matters
Publisher Multilingual Matters
Weight(grams) 518g
Dimensions(mm) 234mm * 156mm * 17mm