The Multilingual Edge of Education

1. Front Matter

   Pages i-xxii

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2. Introduction: The Multilingual Edge of Education

   • Piet Van Avermaet, Stef Slembrouck, Koen Van Gorp, Sven Sierens, Katrijn Maryns

   Pages 1-6

3. Conclusion: Multilingualism, Diversity and Equitable Learning: Towards Crossing the ‘Abyss’

   • Kathleen Heugh

   Pages 341-367

4. Multilingualism in Education in a Context of Globalisation: A Status Quaestionis

   1. Front Matter

      Pages 7-7

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   2. Strategies of Multilingualism in Education for Minority Children

      • Stef Slembrouck, Piet Van Avermaet, Koen Van Gorp

      Pages 9-39

   3. Disrupting Linguistic Inequalities in US Urban Classrooms: The Role of Translanguaging

      • Ofelia García, Kate Seltzer, Daria Witt

      Pages 41-66

   4. Urban Multilingualism and Educational Achievement: Identifying and Implementing Evidence-Based Strategies for School Improvement

      • Jim Cummins

      Pages 67-90

5. Linguistic Diversity in the Home Context and the Normative Discourses of Educational Institutions

   1. Front Matter

      Pages 91-91

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   2. Teaching in Two Languages: The Pedagogical Value of Code-Switching in Multilingual Classroom Settings

      • Sithembele Marawu

      Pages 93-113

   3. Multilingualism and Translanguaging as a Resource for Teaching and Learning in French Guiana

      • Sophie Alby, Isabelle Léglise

      Pages 115-137

   4. Migration and Plurilingualism in Southern European Homes and Schools

      • Stefania Scaglione, Sandro Caruana

      Pages 139-164

   5. Translanguaging: A Matter of Sociolinguistics, Pedagogics and Interaction?

      • Stef Slembrouck, Kirsten Rosiers

      Pages 165-187

6. Perception, Experiential Voice and Narrative in Accounts of Multilingualism

   1. Front Matter

      Pages 189-189

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   2. Double-Edged Valorizations of Urban Heteroglossia

      • Jürgen Jaspers

      Pages 191-210

   3. From the Margins to the Centre: Multilingual Teachers in a Monolingual System: Professional Identities, Skills and Knowledge

      • Jean Conteh

      Pages 211-233

   4. Children’s Bilingualism: An Inspiration for Multilingual Educational Practices

      • Anastasia Gkaintartzi, Roula Tsokalidou, Evi Kompiadou, Evi Markou

      Pages 235-260

   5. Teaching African Languages the Ubuntu Way: The Effects of Translanguaging Among Pre-Service Teachers in South Africa

      • Leketi Makalela

      Pages 261-282

7. The Added Value of Plurilingual Repertoires

   1. Front Matter

      Pages 283-283

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   2. Breaking Out of L2-Exclusive Pedagogies: Teachers Valorizing Immigrant Pupils’ Multilingual Repertoire in Urban Dutch-Medium Classrooms

      • Sven Sierens, Griet Ramaut

      Pages 285-311

   3. Translanguaging as a Key to Educational Success: The Experience of One Irish Primary School

      • David Little, Déirdre Kirwan

      Pages 313-339

This book highlights the need to develop new educational perspectives in which multilingualism is valorised and strategically used in settings and contexts of instruction and learning. Situated in the current educational debate about multilingualism and ethno-linguistic minorities, chapter authors examine the polarised response to heightened linguistic diversity and how the debate is very much premised on binary views of monolingualism and multi- or bilingualism. Contributors argue that the diverse linguistic backgrounds of immigrant and minority students should be considered an asset, instead of being regarded as a barrier to teaching and learning. From its title through to its conclusion, this book underlines the current perspective of multilingualism as possessing cutting edge potential for transforming diverse classrooms into more inhabitable, more equitable and more efficiently organised spaces for learning. This book will be of interest to scholars and researchers in educationallinguistics, applied linguistics, sociolinguistics, anthropological linguistics, pedagogics, educational studies, and educational anthropology.

• Translanguaging
• Monolingualism
• Bilingualism
• Classroom
• Diversity
• ethno-linguistic minorities
• minority languages
• immigrant education

• Ghent University, Gent, Belgium

  Piet Van Avermaet, Stef Slembrouck, Sven Sierens, Katrijn Maryns

• Michigan State University, East Lansing, MI, USA

  Koen Van Gorp

Piet Van Avermaet is Professor in ‘Language and Diversity’ in the Linguistics Department of Ghent University, Belgium. He is also Director of the Centre for Diversity & Learning at the same University. 


Stef Slembrouck is Senior Full Professor in English Linguistics at Ghent University, Belgium. He is also Director of the University Language Centre. 


Koen Van Gorp is Head of Foreign Language Assessment at the Center for Language Teaching Advancement and affiliated faculty of the Second Language Studies Program at Michigan State University, USA. 


Sven Sierens is Senior Researcher at the Centre for Diversity & Learning, Linguistics Department at Ghent University, Belgium.


Katrijn Maryns is Postdoctoral Researcher (FWO- Research Foundation Flanders) in the Linguistics Department at Ghent University, Belgium.

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