This book brings together research on multilingualism, identity and intercultural understanding from a range of locations across the globe to explore the intersection of these key ideas in education. It addresses the need to better understand how multilingual, identity, and intercultural approaches intersect for multilingual learners in complex and varied settings. Through global examples, it explores how identities and multilingualism are situated within, and surrounding intercultural experiences. This book examines the different theoretical interpretations as encountered and used in different contexts. By doing so, it helps readers better understand how teachers approach multilingualism and diversity in a range of contexts.
Arvustused
The collection provides an excellent set of discussions that explore and showcase the complexities of language, identity and interculturality. It also offers practical guidance for researchers and teachers in the development of multilingual awareness and identities. (Qing Gao, Journal of Multilingual and Multicultural Development, December 18, 2023)
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1 Multilingualism, Identity and Interculturality in Education |
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1 | (20) |
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Part I Multilingualism, Identity and Interculturality in the School Curriculum and Innovation |
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2 Developing a Multilingual Identity Approach to Intercultural Understanding in Languages Education--A Document Analysis of Languages Curriculum in Australia |
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21 | (20) |
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3 Multilingualism, Intercultural Competence, Identity and Their Intersection: Foreign Language Teachers' Perspectives |
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41 | (26) |
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4 Connecting the Old and the New. Identities, Indigenous Literacies, and the Creation of Digital Learning Materials in Mexico |
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67 | (24) |
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Part II Multilingualism, Identity and Interculturality in Teacher Education |
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5 Challenging Monolingual Norms: TESL Teacher Education to Advance Learners' Plurilingual and Pluricultural Awareness |
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91 | (30) |
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6 "Our Nationality or the Groups We Belong to Don't Define Us": Language Teachers' Understandings of Identity, Multilingualism and Interculturality in Colombia |
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121 | (18) |
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7 Pre-service Language Teachers' Multilingual Identities--Linking Understandings of Intercultural Language Learning with Evolving Teacher Identity |
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139 | (20) |
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Part III Multilingualism, Identity and Interculturality in - Broader Learning Contexts |
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8 Negotiating Multilingualism and Interculturality in an Elite Language Education Company |
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159 | (22) |
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9 Trying Harder Than Everyone Else; Examining How Young Former Refugees Reconstruct New Identities and Navigate Belonging |
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181 | (18) |
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10 Future Directions for Multilingualism, Identity and Interculturality in Education |
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199 | |
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Dr Ruth Fielding is a SENIOR LECTURER at Monash University, Australia, and her research focuses on multilingualism, language education and identity. Ruth began her career as a secondary school teacher of French and German, before undertaking a PhD which focused on multilingualism and identity negotiation. Ruth was awarded the Michael Clyne Prize for her thesis in 2010, jointly awarded by the Applied Linguistics Association of Australia (ALAA) and the Australian Linguistics Society (ALS). Ruths research and professional work centers around a program of research which explores bilingual/multilingual identity, language teacher education, pedagogy and assessment in language learning and teaching, and intercultural approaches in languages education. Ruth's research program seeks to transform teaching and learning through shifting approaches to languages. She works with teachers to understand how identity and intercultural understanding are interwoven in language education. Herresearch also seeks to understand how education in super-diverse cities takes place to further develop education for diversity and inclusion. Her research has appeared in several journals and in a number of edited volumes. She is also an advisor and consultant to educational organisations in Australia, advising on languages and multilingual issues.
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