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This book promotes linguistically responsive foreign language teaching practices in multilingual contexts. It advances a discussion of how best to connect the acquisition of subsequent foreign languages with previous language knowledge, and how to strengthen the connection between research and foreign language teaching practice.

Multilingual education. --- Language and languages --- Study and teaching.

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"For language educators who have wondered how to incorporate the theoretical insights of the multilingual turn into instruction, help is here! In this volume, Krulatz and Christison set out their model, MADE, which shows how a multilingual perspective can be incorporated into diverse classrooms, curriculum design, materials development, and teacher preparation." Donna Christian, Senior Fellow, Center for Applied Linguistics, USA "This book is exactly what teachers working with linguistically and culturally diverse students have been waiting for: a resource grounded in the latest scientific literature that explains how to teach and manage multilingual classrooms. It is an essential resource for anyone interested in translating theories on multilingualism into practical classroom applications." Gessica De Angelis, Associate Professor, Norwegian University of Science and Technology, Norway "This volume challenges practitioners in the field of language teaching and learning to consider multilingualism in a classroom as the norm, rather than an exception. In acknowledging the complexity of multilingual learners' linguistic repertoires, the authors support educators in implementing pedagogical approaches that center multilingualism in practical ways." Kristen Lindahl, Associate Professor, University of Texas, USA This book introduces the Multilingual Approach to Diversity in Education (MADE), a framework that provides an extensive, holistic instrument with research-based teacher indicators for teachers, teacher educators, and administrators to deliver optimal education to multilingual learners in a range of contexts. The authors introduce and provide a theoretical and research-based rationale for the MADE, presenting in turn each of its seven indicators, situating them within current research and theory in multilingualism and education, and providing specific examples of classroom applications. This book will be of interest to academics, teacher educators, pre-service and practicing teachers, and graduate students interested in teaching and researching multilingual learners. Anna Krulatz is Professor of English in the Department of Teacher Education at the Norwegian University of Science and Technology in Trondheim, Norway. MaryAnn Christison is Professor of Linguistics in the Department of Linguistics at the University of Utah, Salt Lake City, USA.

Philosophy and psychology of culture --- Sociology of culture --- Teacher education. Teacher's profession --- Linguistics --- Language and literature --- cultuur --- linguïstiek --- meertaligheid --- lerarenopleiding --- lesgeven

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This Special Issue examines English teachers' perspectives on multilingualism and teaching English in multilingual contexts, implemented or planned teaching practices, and the teachers' intended goals. The research presented in this collection focuses on the perspectives of pre- and in-service teachers in a range of educational settings. Overall, the findings suggest that teachers continue to experience tensions between monolingual and multilingual ideologies and need continued support in adapting to the ever-evolving teaching contexts. While researchers and philosophers of language have been calling for a multilingual shift in education, teacher education and professional development programs lag behind in revising their curricula. Therefore, due consideration must be paid to the teachers; they are the agents of change, but they are also experts and professionals, and their views, knowledge, and pedagogical aims must be treated with respect. Many of the articles presented in this reprint illustrate that collaboration and mentorship between school and university partners can be fruitful, creative, and rewarding. The collection is a call for more opportunities for teachers and researchers to work in tandem to implement multilingual pedagogies that foster equal educational opportunities for all learners across different ages and stages of language development.

English language --- Study and teaching.

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This book addresses the complexity of mixed language classroom learning environments in which heritage learners and second language learners are concurrently exposed to language learning in the same physical space. It offers best practices and reproducible pedagogical initiatives and methodologies for different levels of instruction.

Didactics of languages --- Sociolinguistics --- Language and languages --- Heritage language speakers. --- Second language acquisition. --- Translanguaging (Linguistics) --- Study and teaching --- Bilingual method. --- Second language learning --- Language acquisition --- Heritage language learners --- Heritage speakers --- Persons --- Bilingual method (Language teaching) --- Education, Bilingual --- Languages, Modern --- Linguistics --- Multilingualism

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