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Ensenyament de la llengua --- Educació primària --- Llenguatge i llengües --- Llengües --- Llengües i llenguatge --- Antropologia --- Filologia --- Comunicació escrita --- Conversa --- Elocució --- Escriptura --- Espai i temps en el llenguatge --- Lingüística --- Llengua d'ensenyament --- Llengua materna --- Llenguatge de les flors --- Llenguatge de signes --- Llenguatge infantil --- Llengües indígenes d'Amèrica --- Llengües modernes --- Multilingüisme --- Oratòria --- Sociolingüística --- Traducció --- Veu --- Comunicació --- Didàctica de la llengua --- Gramàtica --- Llenguatge a Internet --- Origen del llenguatge --- Ensenyament elemental --- Etapes educatives --- Cicle inicial d'educació primària --- Cicle mitjà d'educació primària --- Cicle superior d'educació primària --- Ensenyament primari --- Ensenyament --- Ensenyament de llengües estrangeres --- Language and education. --- Language policy. --- Education and state. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Glottopolitics --- Institutional linguistics --- Language and languages --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Communication policy --- Language planning --- Educational linguistics --- Government policy

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This book examines the educational gaps that multilingual students in rural communities experience. It argues that responsive, successful relationships between schools and multilingual families are a crucial aspect of all educators’ work and that no single strategy will work for all families. Rural multilingual family engagement involves building meaningful partnerships and relational trust, based on significant knowledge of families' cultures and language repertoires. Educators can reframe their work by learning from families and building on the strengths of multilingual families, which are too-often overlooked in school policies and educator practices. This is the first book to focus specifically on rural school settings. However, the conceptual framework of equity and linguistically responsive pedagogy are applicable across settings for educators who wish to support their multilingual students and families.

Bilingualism in children --- Education --- Home and school. --- Parent-teacher relationships. --- Parent and teacher --- Parents and teachers --- Teacher and parent --- Teacher-parent relationships --- Teachers and parents --- Interpersonal relations --- Home and school --- School and home --- Parent-teacher relationships --- Parents' and teachers' associations --- Autogestion (Parent participation in education) --- Parent involvement in children's education --- Parent participation in children's education --- Parental involvement in children's education --- Parental participation in children's education --- Home schooling --- Parent involvement in bilingualism in children --- Parent participation in bilingualism in children --- Parental involvement in bilingualism in children --- Parental participation in bilingualism in children --- Parent participation. --- Community. --- English language learner. --- Multilingual/ Bilingual . --- Relationship between school and family. --- Rural. --- Teacher education . --- schools working with families.

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Sociology of education --- Educational systems. Teaching systems --- Teaching --- Didactics of languages --- Kindergarten --- Educational sciences --- Linguistics --- vergelijkende pedagogiek --- onderwijspolitiek --- onderwijs --- talenonderwijs --- linguïstiek --- kleuterdidactiek --- peuters --- onderwijsonderzoek