9. Three is Too Many in Australia

Chapters in this book

1. Frontmatter i
2. Contents v
3. Contributors vii
4. Introduction: From Language Education Policy to a Pedagogy of the Possible xi
5. Part 1: The Ecology of the Multilingual Classroom: From Complexity to Pedagogy
6. Perspectives on the Learners
7. 1. Ideologies and Interactions in Multilingual Education: What Can an Ecological Approach Tell Us about Bilingual Pedagogy? 3
8. 2. Heteroglossia in a Multilingual Learning Space: Approaching Language beyond ‘Lingualisms’ 22
9. 3. Children’s Literature in the Multilingual Classroom: Developing Multilingual Literacy Acquisition 42
10. 4. Multilingualism and Pedagogical Practices in Colombia’s Caribbean Archipelago 65
11. Perspectives on the Teachers
12. 5. Teachers at the Epicenter: Engagement and Resistance in a Biliteracy Program for ‘Long-Term English Language Learners’ in the United States 81
13. 6. Negotiating Multilingualism in an Irish Primary School Context 107
14. 7. Exploring New Pedagogical Approaches in the Context of Multilingual Cameroon 128
15. Part 2: Deconstructing the Myth of Monolingualism
16. Perspectives on Identities, Ideologies and Politics
17. 8. Linguistic Diversity as a Bridge to Adjustment: Making the Case for Bi/Multilingualism as a Settlement Outcome in New Zealand 149
18. 9. Three is Too Many in Australia 174
19. 10. Integrated Bilingual Education: Ethnographic Case Studies from the Palestinian–Jewish ‘Front’ 188
20. Index 208