This edited volume offers a new look at community and heritage languages schools around the world, providing a comprehensive and nuanced portrait of language education and cultural understanding in and beyond school contexts.
This edited volume offers a new look at community and heritage languages schools around the world, providing a comprehensive and nuanced portrait of language education and cultural understanding in and beyond school contexts. Covering research and practice, the contributors survey the global landscape of community and heritage language schools and explore new developments in the field to understand the challenges the schools face and discuss the impact they have on their students and surrounding communities. Chapters address key topics including language development, academic achievement, professional development, learner identity and agency, online learning, and teaching disruptions. Contributors highlight learners’ voices throughout, with special attention to overlooked minority language communities and Indigenous voices.
Through this wealth of thorough and insightful analysis, the contributors of this book position students of community/heritage languages schools as citizens of a plurilingual world who are central to global change. Abounding with original research, innovative ideas and cutting-edge teaching practices, this volume is ideal for courses on multilingualism and language and culture.
Contributor Biographies
Preface
Chapter 1 Community/Heritage Languages Schools Transforming Education: Beyond
complementary, more than integration
Chapter 2 Teaching and Learning Community Languages in Scotland during the
COVID-19 Pandemic: Challenges, opportunities, and innovations
Chapter 3 Reimagining Language, Community, and Identity in Community
Language Learning
Chapter 4 New Possibilities for Heritage Languages within a Reshaped Language
Education Landscape: Lessons from the Critical Connections Multilingual
Digital Storytelling Project
Chapter 5 Arabic Heritage Schools as Sites of Multilingualism and Positive
Identity Building in the UK
Chapter 6 Leading Community/ Heritage Languages Schools
Chapter 7 Progressing Progressions: Design Considerations in the
Development of Language Learning Progressions for Community Language Learners
Chapter 8 Teacher Professional Identities Across Sectors
Chapter 9 "The school made me realise that all Chinese people are different":
Constructing Interculturality and Pupils Identity in Two Community Schools
Chapter 10 Reasons and Resistance: Parents Reflections on Community Language
Education in Swedish and Vietnamese Schools
Chapter 11 Transnational Vietnamese Parents as Managers of Heritage Language
Education: The "How" of "What"
Chapter 12 Confronting a Monolingual Mindset: Exploring Pathways to
Accreditation for Community Languages Teachers
Chapter 13 Community Language School Teachers Emotions and Professional
Learning
Chapter 14 Charting Pedagogies for Community/ Heritage Language Learning
Within a More Unified, Pluralist View of Languageand Literacy Education
Chapter 15 Community Language Learning Supported by Religious and Spiritual
Contexts
Chapter 16 Religion in Community Language Schools: The beliefs of Brazilian
teachers in England
Chapter 17 Case Studies: Greek, Arabic and Tamil Language Schools
Chapter 18 Parallel Lines: Community/Heritage Languages Schools and Future
Research
Index
Ken Cruickshank is professor of education and TESOL at the University of Sydney and Director of the Sydney Institute for Community Languages Education (SICLE), Australia.
Joseph Lo Bianco is Professor Emeritus of Language and Literacy Education at the Melbourne Graduate School of Education, Australia, and Vice President of the Autralian Academy of the Humanities.
Merryl Wahlin is an experienced government and non-government languages consultant and is Deputy Director of the Sydney Institute of Community Language Education (SICLE), Australia.
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