This volume explores holistic trends in multilingualism, analysing the processes of both 'becoming multilingual' and 'being multilingual'.
Multilingualism has increased in recent years due to globalisation, transnational mobility and the spread of Information and Communications Technology (ICT). This volume explores some of the trends in the study of multilingual education by putting together research studies that analyse the processes of both 'becoming multilingual' and 'being multilingual' in educational contexts.
List of contributors; Series editors' preface; Acknowledgements; 1. Towards a holistic approach in the study of multilingual education Jasone Cenoz and Durk Gorter; 2. L1 as a pedagogical resource in building students' L2 academic literacy: pedagogical innovation in the science classroom in a Hong Kong school Gladys N. Y. Luk and Angel M. Y. Lin; 3. Linking content, linking students: a cross-linguistic pedagogical intervention Susan Ballinger; 4. The role of the native language in the literacy development of Latino students in the United States Igone Arteagoitia and Liz Howard; 5. A nexus analysis of code choice during study abroad, and implications for language pedagogy Glenn S. Levine; 6. Multilingual practices in foreign language study Claire Kramsch and Michael Huffmaster; 7. Language choices and ideologies in the bilingual classroom Janet M. Fuller; 8. Communicative repertoires in the community language classroom: resources for negotiating authenticity Angela Creese, Adrian Blackledge and Jaspreet Kaur Takhi; 9. Complementary classrooms for multilingual minority ethnic children as a translanguaging space Li Wei; 10. Constructing in-between spaces to 'do' bilingualism: a tale of two high schools in one city Ofelia García, Nelson Flores and Heather Homonoff Woodley; 11. Becoming multilingual and being multilingual: some thoughts David Block; Index.
