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This volume looks at the interactions of collaborating teachers in multilingual classrooms and how these impact on what counts as knowledge in the secondary school classroom. It also looks at how policy statements and ideologies around multilingualism position teachers and learners in particular ways. A linguistic ethnographic approach is taken in the study, which considers the discourses of whole class and small group teaching and learning. Chapters consider the relation between different languages, different pedagogues and different teacher identities in the secondary school classroom. The book documents how a policy of inclusion is played out in practice.

Native language and education - England - London - Case studies. --- Native language and education --- Education, Bilingual --- Children of immigrants --- Language policy --- Education, Special Topics --- Education --- Social Sciences --- Glottopolitics --- Institutional linguistics --- Language and languages --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Communication policy --- Language planning --- First generation children --- Immigrants' children --- Second generation children --- Immigrants --- Bilingual education --- Bilingualism --- Multilingual education --- Native language --- Language and education --- Education (Secondary) --- Government policy --- Use in schools