"This volume challenges traditional approaches to foreign language education and proposes to redefine them in our age of international migration and globalization. Foreign language classrooms are no longer populated by monolingual students, but increasingly by multilingual students with highly diverse language backgrounds. This necessitates a new understanding of foreign language learning and teaching. The volume brings together an international group of researchers of high caliber who specialize in third language acquisition, teaching English as an additional language, and multilingual education. In addition to topical overview articles on the multilingual policies pursued in Europe, Africa, North America, and Asia, as well as several contributions dealing with theoretical issues regarding multilingualism and plurilingualism, the volume also offers cutting edge case studies from multilingual acquisition research and foreign language classroom practice. Throughout the volume, multilingualism is interpreted as a valuable resource that can facilitate language education provided it is harnessed in appropriate conditions"--.

• Foreign Language Education in Multilingual Classrooms
• Editprial page
• Title page
• Copyright page
• Acknowledgment of grants
• Table of contents
• Introduction: Multilingualism and foreign language education: A synthesis of linguistic and educational findings
  • 1. Introduction
  • 2. Multilingualism and globalization
  • 3. Learning languages on multilingual substrate
  • 4. Multilingualism as an educational phenomenon
    • 4.1 The learners’ perspective
    • 4.2 The institutional perspective
    • 4.3 The goal perspective: FL education is more than FL learning
    • 4.4 The methodological perspective: Ways to introduce multi- and plurilingualism in the FL classroom
    • 4.4 The methodological perspective: Ways to introduce multi- and plurilingualism in the FL classroom
  • 5. Language awareness and metalinguistic awareness
  • 6. Perspectives: Where to go from here?
  • Acknowledgements
  • References
• Part I. Policy perspectives: Concepts of multilingual education
• Language education in and for a multilingual Europe
  • 1. Introduction
  • 2. Language policy in Europe – changes over time
  • 3. Two approaches to policy making – the ‘fluid’ and the ‘static’
  • 4. ‘Modern’ and ‘classical’ (foreign) language teaching aims
  • 5. Language education policy and migration – analysing ideologies
  • 6. Language education policy, globalization and internationalization
  • 7. Next steps – multilingualism and citizenship
  • References
• Multilingualism and education in sub-Saharan Africa: Policies, practices and implications
  • 1. Introduction
  • 2. Historical and sociopolitical context
    • 2.1 Language policies in the colonial era
    • 2.2 Language policies in the post-colonial era
    • 2.3 Language policies in the current global era
  • 3. Bi- and multilingual education in post-colonial Africa
  • 4. Discussion
  • References
• Language policy, language study, and heritage language education in the U.S
  • 1. Introduction
  • 2. Tensions and contradictions in U.S. language education policy
  • 3. The instruction and assessment of Spanish as a heritage language
  • 4. Indigenous heritage language education
  • 5. Chinese heritage language education
  • 6. Conclusion
  • References
• Globalization, national identity, and multiculturalism and multilingualism: Language policy and practice in education in Asian countries
  • 1. Introduction
  • 2. Theoretical framework
    • 2.1 Language-planning orientations
    • 2.2 Typology of beliefs and ideologies in policy models for ethnic and linguistic diversity
    • 2.2 Typology of beliefs and ideologies in policy models for ethnic and linguistic diversity
    • 2.3 Multiculturalism versus linguicism
  • 3. Singapore
  • 4. Japan
  • 5. Korea (Republic of Korea)
  • 6. India
  • 7. China
  • 8. Discussion
    • 8.1 Promotion of national unity: Minority languages and dialects as “problems”
    • 8.1 Promotion of national unity: Minority languages and dialects as “problems”
    • 8.2 Resisting linguicism: Language as a right
    • 8.3 Postcolonialism and neoliberalism: Language as a resource for globalization
    • 8.3 Postcolonialism and neoliberalism: Language as a resource for globalization
  • References
• Part II. Theoretical perspectives: From multilingualism to plurilingualism
• L3, the tertiary language
  • 1. Introduction
  • 2. The multilingual context
  • 3. The language repertoire and situations of language use
  • 4. Defining L3 as a tertiary language
  • 5. L3 and the background languages
  • 6. Summary and conclusion
  • References
• Plurilingual identities: On the way to an integrative view on language education?
  • 1. Introduction
  • 2. Basic assumptions and concepts
    • 2.1 Identity and language (learning)
    • 2.2 Narrative identities
    • 2.3 Identity, language learning, and intercultural understanding
    • 2.4 Socio-cultural theory, identity and language learning
  • 3. Plurilingualism, language repertoires, translanguaging
  • 4. Integrative language education – Pedagogical approaches and empirical insights
  • 4. Integrative language education – Pedagogical approaches and empirical insights
    • 4.1 Pedagogical and curricular approaches
    • 4.2 Empirical insights: Identities, perceptions, practices
  • 5. Conclusion
  • References
• Models of multilingual competence
  • 1. Introductory considerations: Why L2-based models are inadequate and why we need models based on plurilingualism
  • 1. Introductory considerations: Why L2-based models are inadequate and why we need models based on plurilingualism
  • 2. On the role and function of different languages in models based on plurilingualism and in models for learning multiple languages
  • 2. On the role and function of different languages in models based on plurilingualism and in models for learning multiple languages
  • 3. On two models that are often referenced in research
    • 3.1 Psycholinguistics: The Dynamic Model of Multilingualism (DMM)
    • 3.2 Foreign language teaching methodology: The Plurilingual Didactic Monitor Model (PDMM)
  • 4. On a relatively recently developed sociolinguistic model: Dominant Language Constellation
  • 5. On refining a model: Factor Model 2.0 becomes Factor Model 2.1
  • 6. Concluding remarks
  • References
• The multilingual turn in foreign language education: Facts and fallacies
  • 1. Introduction
  • 2. The multilingual turn in linguistic education: Turning or spinning around? Some considerations
  • 3. Revisiting multilingual turns in language education
    • 3.1 Pluralistic approaches to languages and cultures
    • 3.2 L3/Ln learning
  • 4. The multilingual turn between tensions
    • 4.1 English vs. multilingualism?
    • 4.2 Monoglossic and heteroglossic perspectives
  • 5. Conclusion
  • References
• Linguistic landscaping
  • 1. Introduction: Multilingualism in the public sphere
  • 2. Linguistic landscapes: The evolution of a field
  • 3. Opening up perspectives: Linguistic landscaping today
  • 4. Linguistic landscapes, education and the multilingual classroom
    • 4.1 Pedagogical LLs applied: Children as social actors
    • 4.2 Pedagogical LLs applied: The EFL classroom
  • 5. Outlook
  • References
• Identity and investment in multilingual classrooms
  • 1. Introduction
  • 2. Theoretical influences on contemporary identity research
  • 3. Identity, investment, and imagined communities: A vignette
  • 4. An expanded model of investment
  • 5. Language learners across global sites
    • 5.1 Adolescent English language learners in Uganda
    • 5.2 Adolescent and adult English language learners in Iran
  • 6. Identity, investment, and multilingual classroom practice
  • 7. Conclusion
  • References
• Part III. Empirical perspectives: Multilingualism in the foreign language classroom
• The acquisition of English as an L3 from a sociocultural point of view: The perspective of multilingual learners
  • 1. Introduction
  • 2. Multilingualism and language learning: English as a third language
    • 2.1 The psycholinguistic perspective of multilingualism
    • 2.2 The sociocultural perspective: Multilingualism and identity
  • 3. The role of foreign language education
  • 4. The project
    • 4.1 Research design
    • 4.2 Case studies
  • 5. Conclusions
  • References
• Affordances of multilingual learning situations: Possibilities and constraints for foreign language classrooms
  • 1. Introduction
  • 2. Project LIKE
    • 2.1 Research setting and design
    • 2.2 Measures and sample
    • 2.3 Research focus of LIKE – Research focus of this paper
  • 3. Case analysis
    • 3.1 Case 1: Visacha Rat (non-comprehension and microswitches)
    • 3.2 Case 2: Pericote (different languages, different uses)
    • 3.3 Case 3: Pectinator (avoiding the challenge)
  • 4. Discussion
  • References
  • Appendix
    • Transcription signs
• L1 effects in the early L3 acquisition of vocabulary and grammar
  • 1. Introduction
  • 2. Cross-linguistic interactions in multilingual acquisition
    • 2.1 The multilingual lexicon
    • 2.2 Grammatical transfer in child and adult L3 learners
  • 3. Research question and hypotheses
  • 4. The present study
    • 4.1 Participants
    • 4.2 Materials and methods
    • 4.3 Control variables
    • 4.4 Procedure
    • 4.5 Analysis
    • 4.6 Results
  • 5. Discussion
  • References
• “One day a father and his son going fishing on the Lake”: A study on the use of the progressive aspect of monolingual and bilingual learners of English
  • 1. Introduction
  • 2. Tense and aspect: Progressive
  • 3. First, second, and third language
  • 4. Specificity of learners of English
  • 5. Methodology of the study
  • 6. Descriptive analysis
  • 7. Statistical analysis
  • 8. Discussion
  • 9. Consequences for language instruction
  • 10. Concluding remarks
  • Acknowledgment
  • References
• English as a lingua franca at the multilingual university: A comparison of monolingually and multilingually raised students and instructors
  • 1. Introduction
  • 2. Research to date
  • 3. Hypotheses
  • 4. Methods
    • 4.1 Procedure
    • 4.2 Participants
    • 4.3 Instruments
    • 4.4 Statistical analysis
  • 5. Results
    • 5.1 Mother tongues
    • 5.2 Self-assessment of language competencies and skills
    • 5.3 Instructors’ teaching-related English skills
  • 6. Discussion
  • References
  • Appendix 1. Self-Assessments – students: Monolingually raised (1MT) vs. multilingually raised ( > MT)
  • Appendix 2. Self-Assessments – instructors: Monolingually raised (1MT) vs. multilingually raised ( > MT)
• Learning English demonstrative pronouns on bilingual substrate: Evidence from German heritage speakers of Russian, Turkish, and Vietnamese
  • 1. Introduction
  • 2. Demonstrative pronouns in English, German, and the heritage languages
  • 2. Demonstrative pronouns in English, German, and the heritage languages
  • 3. Data and methodology
  • 4. Data analysis
    • 4.1 The function of demonstrative pronouns
    • 4.2 The form of demonstrative pronouns
  • 5. Results and discussion
    • 5.1 Total word count and academic performance
    • 5.2 Transfer from German and the heritage languages
    • 5.3 Oral versus written performance
    • 5.4 Age of the students
  • 6. Summary and conclusion
  • Acknowledgements
  • References
• Contributors
• Subject index