Multilingualism

• Maurice Carder

By 2020 there will be more than 10,000 international schools with 5 million students. The authors argue for a model that does not assimilate to any political system; where motivation can come from areas other than wanting to belong to a specific culture; and where students can develop all their languages equitably while they learn the curriculum.

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.

Literacy Links for Bilingual Children

• Charmian Kenner

This book aims to show how teachers can build on children’s home experience when they write in the classroom. It offers practical guidance on creating a multilingual literacy environment in the early years, which includes encouraging families to bring materials in home languages into school.

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.

Vocabulary Development in Multilingual Classrooms

• Norah McWilliam

Developing children’s word-power in the classroom is the focus of this book. It aims to develop teachers’ understanding of how words and their meanings underpin all children’s learning in all curriculum areas, and provides a guide for teachers to plan and resource a “word-aware” curriculum.

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.

Stories of Success in the Education of Asian and Other Bilingual Pupils

• Terry Wrigley

The inner city schools in this study show how teachers can, with empathy and imagination, enable bilingual pupils to achieve all-round success. All the schools have rejected the official version of the literacy strategy to provide instead deeper links with children’s language and experience.

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.

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.