“This book brings together an international set of contributors on the all-important theme of multilingualism as a means of bringing our world together. Writing from vantage points in societies undergoing rapid political change, the authors show us how to make our educational environments more reflective of the multilingual realities of learners' lives. They depict a rich array of alternatives from multilingual stories for early childhood literacy, offer instructional strategies and curricular design that draw on multilingual resources, and examine language policy and planning focused on the language and educational rights of Indigenous, heritage language, and Deaf populations.”
—Nancy H. Hornberger, Graduate School of Education, University of Pennsylvania
In this timely volume, international scholars examine how multilingual schooling is handled in schools across the world with a series of case studies from South Africa, Nigeria, Germany, Colombia, Slovakia, New Zealand, and Taiwan. Presenting new contributions arising from the varied contexts of multilingualism today, this collection urges educators to employ broader definitions of multilingualism; to treat the intricate messiness of language modes and language community goals as factors that mediate instructional and organizational designs, practices and policies; to question the hopes or disappointments of democracy as we now know it; and to consider the connections or disconnections of teaching with the cultures represented in the classroom. Demonstrating the commonalities among exemplars of practice, this book will help U.S. educators construct more effective policies and programs for multilingual instruction in K–12 schools.
Contents and Contributors: Introduction: Multilingualism for Understanding, María E. Torres-Guzmán and Joel Gómez • Enabling Biliteracy Among Young Children in Southern Africa: Realities, Visions, and Strategies, Carole Bloch • Multilingualism in South African Schools: Where to Now? Rosemary Wildsmith-Cromarty • African Cityscapes and Schools: Imagining Multilingual Education, Tope Omoniyi • Toward Bilingualism in Multiethnic Slovakia: The Formal Education of Ethnic Hungarians, Ildikó Van?o • Multilingual Primary Schools in Germany: Models and Research, Ursula Neumann and Hans-Joachim Roth • Multilingual Education in Germany: Discourses, Practices, and Experiences in Two-Way Immersion, Gabriele Budach • Multilingualism in Action: Language Education Policy in the Rapidly Changing Society of Taiwan, Chen-ching Li • Effective Transformation or Illusion? Teacher Empowerment Through the Construction of Bilingual Education Programs in Colombia, Anne-Marie de Mejía, Harvey Tejada, and Sol Colmenares • Multiculturalism and Language Education in New Zealand: Past, Present, and Future, Roger Barnard • Afterword: iZemia’s Unity in Linguistic Diversity, María E. Torres-Guzmán and Joel Gómez
María E. Torres-Guzmán is a professor of bilingual/bicultural education in the Department of International and Transcultural Studies at Teachers College, Columbia University. Joel Gómez is an associate professor of educational leadership and interim associate dean for research at the School of Education and Human Development at George Washington University.