This edited volume explores multilingualism, multiculturalism, and English language education across diverse global contexts, from the Global South to the Global North. It presents interdisciplinary research on language policy, multilingual awareness, and English-medium instruction, highlighting perspectives from teachers, students, parents, and administrators. The chapters critically examine culturally responsive teaching, inclusive practices, and teacher education programs that support immigrant, refugee, and minority language students. Topics include community-based curricula, multilingual activities, indigenous language revitalization, and sociocultural processes shaped by globalization and language ideologies. Drawing on research from Cyprus, Austria, Slovenia, the USA, India, Italy, Japan, and Canada, the volume employs varied methodological approaches to address the challenges and opportunities of multilingual classrooms. It is an essential resource for educators, researchers, and policymakers committed to fostering linguistic diversity and equity in education.
Chapter
1. Introduction (Sviatlana Karpava).- Part I. Multilingualism,
Multicultural Education, and International Teacher Development.
Chapter
2.
Multilingualism, Multiculturalism and English Language Education in Cyprus -
New Challenges, Needs and Opportunities (Sviatlana Karpava).
Chapter
3.
Lessons Learned - How the International Programs and Academic Teams
Collaborate to Create a Transformative Cross-Cultural Program for Secondary
Teachers from around the Globe (Janelle M. Rasmussen, Jioanna Carjuzaa, Kevin
Bratsky, Deidre Combs and Valley Peters).- Part II. Language Practices and
Identity in Multilingual Families and Educational Contexts.
Chapter
4.
Parents Plurilingual and Pluricultural Competencies in the Slovenian
Educational Space (Tina Rozmani and Karmen Piorn).
Chapter
5. When I
explain, I do it in two languages - Exploring the Home Language and Literacy
Practices of Temporary Immigrant African Families in the U.S. Midwest (Purity
Wawire and Giselle Martinez Negrette).
Chapter
6. Determining Mother Tongue
Influence in Multilingual Families - Implications for Language Teaching and
Learning (Carola Koblitz).- Part III. Adapting to Digital Language Teaching -
Emotions, Strategies, and Innovation.
Chapter
7. The Role of EFL Teachers'
Emotions during Online Teaching and Coping Strategies towards Change - A
Critical Review (Laura Ferroglio).
Chapter
8. Increasing Linguistic
Competence Using Modeled Writing in a Short-term Online English Club (Tyler
Barrett and Hiroshi Miyashita).- Part IV. Second Language Writing, Phonology,
and Transfer in Language Learning.
Chapter
8. Understanding International
Graduate Students Challenges in Academic English Writing (Veronika Makarova,
Zhi Li and Zhengxiang Wang).
Chapter
10. Written production of L2 English
vowels and consonants and linguistic transfer effect - L2 production at the
orthography-phonology interface (Sviatlana Karpava and Elena Kkese).
Dr Sviatlana Karpava is an Assistant Professor in Applied Linguistics/ Multilingualism and Coordinator of the MA in TESOL program at the Department of English Studies, University of Cyprus. She is Co-Director of the Discourse, Context and Society Lab and the Testing, Teaching and Translation Lab, Chair of Cyprus Teachers of English Association, active member/research collaborator of the Cyprus Linguistic Society, and Harmonious Bilingualism Network. Dr Karpava is MC member of CLILNetLE COST Action and WG member of the TraFaDy COST Action. Dr Karpava is the editor of several volumes on multilingualism and heritage language development (BRILL, 2024, Springer, 2025). 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.
