Multilingualism

Grandmothers as the missing piece shaping bilingual children’s learner identities

• Mahera Ruby

The book is the first to reveal the ability of young bilinguals to become flexible learners, and the first to show how it is their interactions with their grandmothers – who often speak no English – that most enhance and extend their educational and cultural experiences. The implications for policy, practice and pedagogy are profound.

From multiliteracy to multimodality

• Christine Hélot
• Raymonde Sneddon
• Nicola Daly

Studies from seven countries model how our inappropriately monolingual classrooms can be transformed into spaces where numerous languages thrive. Classroom-based research into the teaching of literacy and the role of children’s literature in primary schools offers new conceptualizations of multilingual literacies and their pedagogical implications.

Teacher partnerships for bilingual learning

• Charmian Kenner
• Mahera Ruby

Describes two innovative action research projects in east London, one on how mainstream and complementary teachers can work together as equal partners to support teaching and learning; the other on the working partnerships formed between teachers from primary schools and those from Bengali, Somali or Russian schools.

the Collaborative Creation of Power in Multilingual Schools

• Margaret Early
• Jim Cummins

Shows how identity texts have proved to be an effective way of engaging learners in multilingual schools around the world. This book is suitable for those concerned with developing appropriate pedagogy for schools and for those who work with multilingual children. It features case studies by educators and students in North America and Africa.

Complementary Schools in Britain Today

• Vally Lytra
• Peter Martin

Complementary schools have been on the margins of educational policy as research sites in their own right but this has changed. This book examines the language and literacy practices, the policy and curricular innovation that pertain in complementary schools in Britain, and the experiences of the children who attend them.

Learning to Read Through Dual Language Books

• Raymonde Sneddon

Set in the context of research and practice in relation to multiliteracy, personal and learner identity, and issues in translation, this title explores dual language books and their use in England since the 1980s. It explores the nature and benefits of biliteracy and offers ideas and strategies for teaching young children languages.

Complementary Schools in the UK

• Tozun Issa
• Claudette Williams

Millions of children have spent their Saturdays or Sundays in the schools set up by their communities. This book reveals the workings of complementary schools and their significance for black communities and for bilingual children. It explores the contribution of complementary schools to pupils’ education and achievement in the mainstream.

Diversity and Learning

• Charmian Kenner
• Tina Hickey

Comparing experiences from France, Ireland, Luxembourg, the Netherlands, Spain, Sweden and the UK, this book highlights ways of creating multilingual learning communities that promote language expertise, intercultural understanding and educational achievement.

Isolated Billingual Learners in Schools

• Liz Statham

Suitable for schools which have isolated bilingual learners, this work offers guidance to staff on appropriate principles and strategies so they can develop and implement consistent good practice and give their pupils equal access to educational opportunities and success in life.

Stories in Schools and Communities in Britain

• Jean Conteh
• Peter Martin
• Leena Helavaara Robertson

A collection of stories which challenge ideas about mainstream and community education in Britain. It shows that children’s achievements in mainstream school are fed by their learning experience and that both theory and practice consequently require radical review.