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The theme of this book is the multilingual classroom and the interrelationships, interactions and ideologies that apply in such classrooms. Drawing on studies from different multilingual communities in different parts of the world, the volume demonstrates the complex nature of the multilingual classroom, and in so doing provides a number of interdisciplinary perspectives for an international audience. The contributions to the volume are located within an ecological framework, one that emphasises the inter-relationships between languages and their speakers in multilingual and multi-cultural classrooms, the dynamics of multilingual classroom interaction, and the positionings of classroom languages and their speakers in dominant educational discourses. There are three main themes interweaved throughout the book: Inter-relationships • Relationships between languages and their speakers in multilingual/multicultural classrooms. • The impact of educationally dominant languages on the ecologies of other languages. Interactions • The dynamics of multilingual classroom interaction for learning and teaching bilingually. • The discursive meetings and mergings of socially situated participants within multilingual classrooms. Ideology • The positionings of classroom languages and their speakers in dominant educational discourses/conversations. • The positionings of pedagogies, knowledge and participants in multilingual classrooms.

Education, Bilingual --- Literacy --- Multiculturalism --- EDUCATION --- Bilingual Education --- Bilingualism --- Multilingual education --- language education. --- multilingualism.

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Teaching and Learning in a Multilingual School: Choices, Risks, and Dilemmas is for teachers and teacher educators working in communities that educate children who do not speak English as a first language. At the center of the book are findings from a four-year critical ethnographic case study of a Canadian high school with a large number of emigrant students from Hong Kong and rich descriptions of the multitude of ways teachers and students thought about, responded to, and negotiated the issues and dilemmas that arose. The solutions and insights they derived from their experiences of

Linguistic minorities --- Education, Bilingual --- Educational anthropology --- Campus cultures --- Culture and education --- Education and anthropology --- Anthropology --- Culture --- Education --- Bilingual education --- Bilingualism --- Multilingual education --- Minority languages --- Language and languages --- Minorities --- Sociolinguistics --- Education (Secondary) --- Philosophy --- Political aspects --- Minoritized languages

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This text contains case studies relating the experience of bilingual children in various settings in New Zealand primary schools. The contexts include a Maori immersion school, a Samoan bilingual unit, and mainstream classrooms which cater for immigrant and deaf children. Suggestions for educational policy, teacher development and research are made.

Bilingualism in children --- Education, Primary --- Language and education --- Children --- Educational linguistics --- Education --- Language and languages --- Primary education --- Early childhood education --- Education (Primary) --- Didactics of languages --- Sociolinguistics --- Psycholinguistics --- New Zealand --- Bilingual children. --- Bilingual education. --- Bilingualism. --- Child language development. --- Deafness. --- Language education. --- Language learning. --- Literacy development. --- Maori. --- Multiculturalism. --- New Zealand. --- Samoan.