This book explores how languages are foregrounded in education in different countries and educational sectors within the context of migration. It focuses on the movement of people and how they and their languages are put under threat, pressure and pain. This book was first published as a special issue of Language and Intercultural Communicati
From an international, research-led perspective, this book explores how languages are foregrounded in education in different countries and educational sectors, and among different groups of people in contexts of migration. It is concerned with the movement of people and their languages as they migrate across borders, and as languagesand their speakersare under threat, pressure and pain, even to the point of being silenced.
The contributors explore the multilingual possibilities and opportunities that these situations present. For example: where childrens education is neglected because of displacement or exclusion; or in classrooms where teachers and educational leaders seek to meet the needs of all learners, including those who are new citizens, refugees, or asylum seekers. Together, the findings and conclusions emerging from these studies open up a timely space for interdisciplinary, inter-practitioner, and comparative researcher dialogue concerning languages and intercultural education in times of migration.
Originating from an Arts and Humanities Research Council funded project "Researching multilingually at the borders of language, the body, law and the state", this book provides readers with a natural impetus for exploring how languages and their speakers create new imaginaries and new possibilities in educational contexts and communities, as people engage with one another in and through these languages. This book was originally published as a special issue of Language and Intercultural Communication.
Introduction Education and migration: languages foregrounded
1. The
knowledge base of teaching in linguistically diverse contexts: 10 grounded
principles of multilingual classroom pedagogy for EAL
2. I feel integrated
when I help myself: ESOL learners views and experiences of language
learning and integration
3. Incorporating cultural and linguistic diversity
into policy and practice: case studies from an English primary school
4. My
languageI dont know how to talk about it: childrens views on language
diversity in primary schools in France and England
5. Engaging with emergent
bilinguals and their families in the pre-primary classroom to foster
well-being, learning and inclusion
6. Towards a repertoire-building approach:
multilingualism in language classes for refugees in Luxembourg
7. Connecting
worlds: interculturality, identity and multilingual digital stories in the
making
8. International aid and development: hearing multilingualism,
learning from intercultural encounters in the history of OxfamGB
Prue Holmes is Professor of International and Intercultural Education at Durham University, UK, where she researches and teaches languages and intercultural communication. She is Chair of the International Association of Languages and Intercultural Communication, and co-edits the Multilingual Matters book series Researching Multilingually with Richard Fay and Jane Andrews.
Richard Fay is Senior Lecturer in TESOL and Intercultural Communication at the University of Manchester, UK. He specialises in researcher education, language (teacher) education, and intercultural (music) education.
Jane Andrews is Associate Professor in Education at the University of the West of England, UK, where she teaches and researches multilingualism and learning. She is principal investigator on a project integrating the arts in teaching English as an Additional Language.
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