Diversity and Learning
- Paperback / softback, 192 pages, 244 mm x 170 mm
- 1 Oct 2008
- Trentham Books Ltd
CONTENTS: Introduction; Part 1: Understanding identity in multilingual communities; Overview of part 1; 1. Communities and identities in multilingual cities: The Netherlands and Utrecht; Multilingual Sheffield; Yeminis in Sheffield: A vignette of a diasporic community; Barcelona and Catalonia: Between an old paradox and a new opportunity; Connections in cyberspace: Implications for Tamil diasporic communities; 2. Constructing identity through creativity and narrative: Bilingual theatre; Children learning to use the creative languages of carnival; The way we are: Multilingual photographic journeys for children in Cyprus; Conclusion to part 1; Part 2: Home, school and community; Overview of part 2; 3. What is a learning community?: Learning with grandparents in East London; World Schools: Scholen in de Wereld; Creating a community of readers across Europe: Only Connect; 4. Links between schools and families: Every parent counts; Multilingual pre-schools in Sweden: Finding out what parents really want; Parent-teacher partnerships: Co-constructing knowledge about languages and cultures in a French primary school; 5. Links between complementary and mainstream schools: How Portuguese and Chinese community schools support educational achievement; Bilingual teachers as agents of social change: Linking the community and the mainstream; Bradford's Policy on Multilingualism: Principles; Turkish community action in the Netherlands: Campaigning to retain mother tongue education; Conclusion to part 2; Part 3: Learners, teachers and schools; Overview of part 3; 6. Learners in different countries: Plurilingualism and plurilingual literacy among young learners in Luxembourg; Bilingualism and biliteracy as the norm: Arabic/Hebrew bilingual schools in Israel from a socio-political perspective; The Anglo-Spanish Nursery School: A Spanish/English bilingual programme for children in South London; Indigenous language immersion: The challenge of meeting the needs of L1 and L2 speakers in Irish-medium pre-schools; The Anglo European School: How an international dimension in education enhances all-round learning; 7. Teacher education for diversity: Different countries, different pedagogies: Student teacher exchanges for primary language learning; TESSLA: Teacher Education for the Support of Second Language Acquisition; Initial teacher education for teachers of Arabic, Mandarin, Chinese, Panjabi and Urdu; Excellence and enjoyment: Learning and teaching for bilingual children in the primary years; 8. Systems and policies: National strategies on language in the European context; European policies in support of community language learning; The English National Languages Strategy in a European context: A personal view; The Languages Ladder and Asset Languages: A new assessment framework for languages in England; Cross-national perspectives on community language teaching in six European cities; VALEUR: Valuing All Languages in Europe; Conclusion to part 3; Discussion points; References; Index.
"The book... celebrates case studies of progressive multilingual and multicultural projects and adds to the field of multilingualism as it presents a fascinating array of case studies that open up the possibility of creating learning communities where children are given the right to maintain their existing languages and add new ones to their linguistic repertoire. The transformative practices presented here and collected through dialogue across countries will act as key stepping-off points for those who wish to continue the journey as an educator/ traveller in the multilingual communities of the world."