In the vibrant landscape of true multilingual classrooms, children immerse themselves in a rich tapestry of languages, encompassing their native tongues, the language of instruction, as well as foreign and second languages integrated into the curriculum. This dynamic linguistic environment extends to include minority and endangered languages, offering a mosaic of learning opportunities. However, the journey from monolingual to multilingual classrooms presents a profound pedagogical challenge for educators yet promises transformative benefits for children’s learning experiences.
Within this anthology, educators and researchers from diverse global contexts—including the UK, Canada, France, New Zealand, Finland, Spain, and Austria—share compelling narratives of innovative literacy initiatives and the pivotal role of children’s literature in multilingual primary classrooms. Through insightful accounts of classroom-based research projects, these contributors unveil fresh perspectives on multilingual literacies and their profound pedagogical implications across various educational settings.
By delving into novel pedagogical approaches and showcasing inspiring case studies like the ‘Little Books’, this book equips teachers with adaptable strategies tailored to the unique needs and interests of their multicultural classrooms. A vital resource for teacher educators and schools catering to linguistically diverse student populations, this anthology offers invaluable insights into fostering inclusive, language-rich learning environments.
Multilingual Education Experts
Professor of English, Teacher Education Department, University of Strasbourg, France.
Research Fellow in Language and Education, Cass School of Education and Communities, University of East London.
Senior Lecturer, Faculty of Education, University of Waikato, New Zealand.
Associate Professor, Modern Languages Department, Faculty of Education (FPCEE), University of Roman Llull, Barcelona, Spain.
Professor of Multilingual Education, York University, Toronto.
Professor of Second Language Education, Department of Integrated Studies Education, McGill University, Canada.
Associate Teacher, University of Girona; Consultant in Education and Psychology, Open University of Catalonia (UOC).
Recent graduate, Applied Linguistics Master’s program, University of Vienna.
Professor of Discourse Studies, Department of Languages, University of Jyväskylä, Finland.
Senior Lecturer of English, Department of Languages, University of Jyväskylä, Finland; Head of the Department of Languages.
Teacher, Ortnergasse Primary School, Vienna.
Lecturer in English and Didactics, Faculty of Education, University Ramon Llull, Barcelona, Spain.
Reviews of Multifaceted Education Initiatives
“This groundbreaking compilation of global research amalgamates diverse theoretical perspectives, showcasing the potent role of children’s literature in enriching multilingual classrooms. It stands as a beacon of inspiration for educators, researchers, and practitioners worldwide, offering innovative strategies to nurture children’s linguistic and cultural proficiencies.
Dr. Charmian Kenner, a distinguished scholar at Goldsmiths, University of London, lauds the anthology’s pioneering approach in elucidating the effective utilization of children’s literature. Her endorsement underscores its potential to ignite transformative practices in educational contexts globally.
Professor Eve Gregory, also from Goldsmiths, extols the anthology’s revelatory insights into the cognitive, social, and emotional strengths of migrant children. By emphasizing the significance of home languages and family narratives, it not only celebrates diversity but also serves as an invaluable resource for classrooms and teacher training programs.
In their review for the Journal of Immersion and Content-Based Language Education, Angelpreet Singh and Diane Dagenais commend the anthology for its forward-thinking perspective on fostering meaningful connections among learners, languages, and communities. Their endorsement underscores its relevance for advancing literacy initiatives in multilingual environments, making it a must-read for educators and researchers exploring new horizons in language education.”
A Journey Through the Contents of “Children’s Literature in Multilingual Classrooms”
CONTENTS: Foreword; Introduction; 1. The changing role of translators in a bilingual context: Catalan (in)visibility and the translation of children’s literature; 2. Windows between worlds: Loanwords in New Zealand children’s picture books as an interface between two cultures; 3. Translating heritage languages: Promoting intercultural and plurilingual competences through children’s literature; 4. Children’s literature as a catalyst for dual language awareness; 5. DIY plurilingual literature: A multimodal approach to linguistic inclusion in the urban elementary classroom; 6. Interweaving cultures through bilingual fairytales: A communitarian programme linking family and school literacy practices; 7. Reading and making books in two languages; 8. From a school task to a community effort: Children as authors of multilingual picture books in an endangered language context; 9. The big world of Little Books
