Contributors
Acknowledgements
Part 1: Ideology Drives Policy: Rethinking Inclusion
Chapter 1. Christine Helot: Pushing Back Monoglossic Ideologies of Language: Towards Transformative and Inclusive Pedagogies for 21st Century Multilingual Classrooms
Chapter 2. Judith Purkarthofer: Lines of Exclusion and Possibilities of Inclusion: A Tale of Two Schools in Austria
Renata Emilsson Peskova: The Value of Languages in a Multilingual Classroom
Chapter 3: Julie A. Panagiotopoulou, Lisa Rosen and Jenna Strzykala: Multilingual Teachers Meet Recently Arrived Students: Language Ideologies and Practices in Preparatory Classes in Germany
Maryse Adam-Maillet: Supporting Plurilingual Students through Building Professional Educational Networks
Chapter 4. Nathalie Thomauske: Parents Speaking Other Languages in Early Childhood Settings: A 'Language Barrier' for Building an Inclusive Partnership of Education Between Practitioners and Parents?
Marie-Claire Simonin: Establishing A Relationship of Trust Between Parents and School
Chapter 5. Kirsten Rosiers: 'Dutch if Possible, and Also When It's Not': The Inclusion of Multilingualism in Declared, Perceived and Practiced Language Policies in a Brussels Secondary School
Jordan Foster: The Importance of Supporting Students' First Languages: Avoiding Unintended Consequences
Chapter 6. Junko Majima and Chiho Sakurai: A Longitudinal Study of Emergent Bilinguals among Chinese Pupils at a Japanese Public School: A Focus on Language Policies and Inclusion
Andy Hancock: Inclusive Practices in Multilingual Schools
Chapter 7. Latisha Mary and Andrea S. Young: 'To Make Headway You Have to Go Against the Flow': Resisting Dominant Discourses and Supporting Emergent Bilinguals in a Multilingual Pre-School in France
Frederike Groofhoff: From a Monolingual to a Multilingual Approach in Primary Schools in The Netherlands
Chapter 8. Stephanie Galligani and Diana-Lee Simon: Rethinking Inclusion: A Case Study of an Innovative University Diploma for Refugee Students in Grenoble (France)
Samuel Lefever: The Empowering Role of Teachers
Part 2: 'Actuality Implies Possibility': New Practices of Inclusion
Chapter 9. Roula Kitsiou, Sofia Tsioli, George Androulakis and Inaam Alibrahim: Experiences, Challenges and Potential of Implementing a Participatory Approach to Designing Educational Material for and with Refugee Women in Greece
Sylvie Birot-Freyburger: Recognising Parents as a Resource
Chapter 10. Maite T. Sanchez and Ivana Espinet: Transforming Our Classrooms to Embrace Students' Multilingualism Through Translanguaging Pedagogy
Joy Penard: Monolingualism as a Cure for Language Disorder?
Chapter 11. Timea Ka das Pickel: 'Spaces of Power, Spaces of Resistance': Identity Negotiation Through Autobiography with Newcomer Immigrant Students
Kia Kimhag: Understanding, Adapting and Being Noticed in a New School Context
Chapter 12. Vicky Macleroy: Framing Critical Perspectives on Migration, Fairness and Belonging Through the Lens of Young People's Multilingual Digital Stories
Marie-Paule Lory: A Non-Traditional Approach to Listening to Students' Voices
Chapter 13. Ann-Birte Kruger and Nathalie Thamin: Inclusion Strategies for Emergent Bilingual Pupils in Pre-School in France: The Importance of the Home-School Relationship
Jean Conteh: Funds of Knowledge in Home, School and Research
Chapter 14. Ondine Gage: Teacher Language Awareness: A Personal and Pedagogical Journey
Mayo Oyama: Awakening to Languages for Japanese Primary Schools
Chapter 15. Rosa Maria Faneca, Maria Helena Araujo e Sa and Silvia Melo-Pfeifer: Fostering More Inclusive Linguistic Practices in Portuguese Classrooms: Is Teacher Education the Key for Integrating Heritage Languages?
Kathelijne Jordens: Suitably Equipped: Towards Confidently Handling a Multicultural Class
Chapter 16. Jim Cummins: Pedagogies of Powerful Communication: Enabling Minoritized Students to Express, Expand and Project Identities of Competence
Glossary
Index