This edited volume delves into the intricate relationships between multilingualism, inclusive education, and social justice. It presents a rich array of interdisciplinary studies that blend both theoretical and practical perspectives.
The authors employ a mixed-methods approach to gather and analyze data from a diverse range of populations, including students, teachers, parents, and language policy experts across various educational levels. The book examines the dynamics of bilingual and multilingual classrooms, as well as Content and Language Integrated Learning (CLIL) environments, emphasizing the importance of linguistic and cultural diversity as valuable educational resources. It draws upon a variety of theoretical and practical approaches from applied linguistics, sociolinguistics, language policy, and education, all centered on the benefits of multilingualism, inclusive education, and social justice.
The work explores the complexities of multilingualism and multiculturalism and their connections to inclusive education and social justice across different geographic regions and educational settings. It adopts a dual approach, examining both theoretical frameworks and practical realities, by incorporating the voices and perspectives of multiple stakeholders. This diverse range of viewpoints sheds light on the roles of family and school involvement in promoting multilingual education, inclusive practices, and social justice.
Part I: Multilingual, Multicultural and Inclusive Education.
Chapter
1.
Multilingual, Multicultural and Inclusive Education in Cyprus, Sviatlana
Karpava.
Chapter
2. Include them, dont exclude them: Voices of
transnational youths to claim for inclusive education and social justice,
Irasema Mora-Pablo.
Chapter
3. Inclusive Education for Social Justice:
Policy and Practice in primary education in Bangladesh, S. M. Akramul Kabir,
Mahammad Abul Hasnat .- Part II: Inclusive Multilingual Classrooms:Teacher
Training and Preparation.
Chapter
4. Multilingualism and Inclusion in
Language Teachers Pedagogical Practices, Sheri Dion, Harvard T.H. Chan.-
Chapter 5, Training intercultural teachers in a CLIL context: a case study in
Primary Education, Author: Isabel Alonso-Belmonte.
Chapter 6.The
contribution of language autobiography to in-service teacher training:
towards personal and professional awareness and reflection, Dimitra Tzatzou.-
Part III: Multilingualism: (Family) Language Policy and Education.
Chapter
7. Inequitable learning environments from the lens of emergent multilinguals,
Sung Kyung Ahn, Luke Jang.
Chapter
8. Reading, Writing, and the Power of
Diverse Literature in Supporting Young Refugees and Asylum Seekers, Pei-Ni
Lin Causarano, Antonio Causarano.
Chapter
9. Institutional and Discursive
Multilingualism, Maria Yelenevskaya, Ekaterina Protassova.- Part IV: Family
Involvement in Multilingual and Heritage Language Education.
Chapter
10.
Language-in-education and family language policy: The case of Betawi,
Indonesian, and English language in peripheral Jakarta, Indonesia, Irham
Irham, Lengga Pradipta, Vita Lutfiah.
Chapter
11. Learning strategies for
English language in peripheral Jakarta, Indonesia in the home context: oral
speech perspective, Anna Ritter, Tatjana Kurbangulova, Veronika Wald.-
Chapter
12. Challenges and contradictions at play in Chinese heritage
language maintenance Experiences of newly arrived immigrant parents from
Peoples Republic of China, Yining Wang.
Chapter
13. Afterword:
Multilingualism, Inclusive Education and Social Justice, Sviatlana Karpava.
Dr Sviatlana Karpava: Assistant Professor in Applied Linguistics/ Multilingualism and Coordinator of the MA in TESOL programme at the Department of English Studies, University of Cyprus. Dr Karpava is Co-Director of the Discourse, Context and Society (DISCONSO) Lab and the Testing, Teaching and Translation Lab, Chair of Cyprus Teachers of English Association (CyTEA), active member and research collaborator of the Cyprus Linguistic Society (CyLing), the Diversity, Equality and Inclusivity Office (UCY), Cyprus Acquisition Team (CAT) and Harmonious Bilingualism Network (HaBilnet). She is an associate editor and style editor of the MEXTESOL Journal. She is a Management Committee Member and WG5 Co-Leader of the "European Family Support Network Cost Action. A bottom-up, evidence-based and multidisciplinary approach" (2019-2023), which received COST Innovators Grant (CIG): IG18123: A quality assurance implementation protocol for family support services in Europe. An evidence-based and culturally informed model for professional practice (2023-2024). Dr Karpava is MC member of COST Action CA21114 - CLIL Network for Languages in Education: Towards bi- and multilingual disciplinary literacies (CLILNetLE) (2022-2026) and WG member of the COST Action CA21143 - Transnational Family Dynamics in Europe (TraFaDy) (2022-2026). Dr Karpava is the author of the book: Vulnerable Domains for Cross-Linguistic Influence in L2 Acquisition of Greek (Peter Lang, 2015) and the editor of several volumes, among which are Family and School Involvement in Multilingual Education and Heritage Language Development and Multilingualism and Multiculturalism: Language Teaching and Learning (BRILL, 2024). She has presented her research at numerous international conferences and published her research work in various peer-reviewed journals. Her area of research is applied linguistics, second/third language acquisition, bilingualism, multilingualism, sociolinguistics, teaching, and education.
