1 Pushing Back Monoglossic Ideologies of Language: Towards Transformative and Inclusive Pedagogies for 21st Century Multilingual Classrooms

Chapters in this book

1. Frontmatter i
2. Contents v
3. Contributors ix
4. Acknowledgements xix
5. Part 1 Ideology Drives Policy: Rethinking Inclusion
6. 1 Pushing Back Monoglossic Ideologies of Language: Towards Transformative and Inclusive Pedagogies for 21st Century Multilingual Classrooms 3
7. 2 Lines of Exclusion and Possibilities of Inclusion: A Tale of Two Schools in Austria 16
8. 3 Multilingual Teachers Meet Recently Arrived Students: Language Ideologies and Practices in Preparatory Classes in Germany 35
9. 4 Parents Speaking Other Languages in Early Childhood Settings: A ‘Language Barrier’ for Building an Inclusive Partnership of Education Between Practitioners and Parents? 54
10. 5 ‘Dutch If Possible, and Also When It’s Not’: The Inclusion of Multilingualism in Declared, Perceived and Practiced Language Policies in a Brussels Secondary School 70
11. 6 A Longitudinal Study of Emergent Bilinguals among Chinese Pupils at a Japanese Public School: A Focus on Language Policies and Inclusion 93
12. 7 ‘To Make Headway You Have to Go Against the Flow’: Resisting Dominant Discourses and Supporting Emergent Bilinguals in a Multilingual Pre-School in France 112
13. 8 Rethinking Inclusion: A Case Study of an Innovative University Diploma Programme for Refugee Students in Grenoble (France) 131
14. Part 2 ‘Actuality Implies Possibility’: New Practices of Inclusion
15. 9 Experiences, Challenges and Potential of Implementing a Participatory Approach to Designing Educational Material For and With Refugee Women in Greece 149
16. 10 Transforming Our Classrooms to Embrace Students’ Multilingualism Through Translanguaging Pedagogy 169
17. 11 ‘Spaces of Power, Spaces of Resistance’: Identity Negotiation Through Autobiography with Newcomer Immigrant Students 185
18. 12 Framing Critical Perspectives on Migration, Fairness and Belonging Through the Lens of Young People’s Multilingual Digital Stories 202
19. 13 Inclusion Strategies for Emergent Bilingual Pupils in Pre-School in France: The Importance of the Home-School Relationship 222
20. 14 Teacher Language Awareness: A Personal and Pedagogical Journey 242
21. 15 Fostering More Inclusive Linguistic Practices in Portuguese Classrooms: Is Teacher Education the Key for Integrating Heritage Languages? 261
22. 16 Pedagogies of Powerful Communication: Enabling Minoritized Students to Express, Expand and Project Identities of Competence 284
23. Glossary 298
24. Index 300