Through authentic narratives and critical insights, Thomas Quehls book illuminates the untapped potential of teacher agency in multilingual classrooms, inspiring educators to embrace linguistic diversity as a vehicle for educational transformation. It bridges gaps between research and practice, empowering teachers and students alike to navigate and thrive in a superdiverse world. Having seen Thomas Quehl actually experimenting with what he now describes in this book makes reading it even more special. * Joana Duarte, University of Groningen, The Netherlands * Childrens own languages are routinely celebrated as a valued asset in school policy statements, yet teachers often find it difficult to support multilingualism in our linguistically diverse schools. Through clear-eyed observations and perceptive analyses of everyday teaching practices, Thomas Quehl shows us the navigational affordances and delimitations teachers have to deal with in an overwhelmingly monolingual English-centric curriculum environment. Teachers, teacher educators and policy makers interested in promoting multilingualism and linguistic justice will find this highly accessible book a work of immense practical relevance. * Constant Leung, King's College London, UK * Drawing on rich ethnographic data, Thomas Quehls study provides invaluable insights into what constitutes teacher agency in multilingual pedagogies, and how it can be hindered or fostered. With stunning analysis and great care for the everyday affordances of primary school teachers, this book paves a careful, real and actionable way for the empowerment of teachers and students alike. * M Knappik, University of Wuppertal, Germany *
