The Multilingual Turn

Implications for SLA, TESOL, and Bilingual Education
Herausgeber: May, Stephen

• Broschiertes Buch

Produktbeschreibung

Drawing on the latest developments in bilingual and multilingual research, The Multilingual Turn offers a critique of, and alternative to, still-dominant monolingual theories, pedagogies and practices in SLA, TESOL, and bilingual education. Critics of the 'monolingual bias' argue that notions such as the idealized native speaker, and related concepts of interlanguage, language competence, and fossilization, have framed these fields inextricably in relation to monolingual speaker norms. In contrast, these critics advocate an approach that emphasizes the multiple competencies of bi/multilingual learners as the basis for successful language teaching and learning. This volume takes a big step forward in re-situating the issue of multilingualism more centrally in applied linguistics and, in so doing, making more permeable its key sub-disciplinary boundaries - particularly, those between SLA, TESOL, and bilingual education. It addresses this issue head on, bringing together key international scholars in SLA, TESOL, and bilingual education to explore from cutting-edge interdisciplinary perspectives what a more critical multilingual perspective might mean for theory, pedagogy, and practice in each of these fields.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 240
• Erscheinungstermin: 30. Juli 2013
• Englisch
• Abmessung: 229mm x 152mm x 13mm
• Gewicht: 354g
• ISBN-13: 9780415534321
• ISBN-10: 0415534321
• Artikelnr.: 37225610

Autorenporträt

Stephen May is Professor of Education in Te Puna Wananga, and Deputy Dean Research in the Faculty of Education, University of Auckland, New Zealand. He is editor of the interdisciplinary journal, Ethnicities and Associate Editor of the journal Language Policy.

Inhaltsangabe

Introducing the "Multilingual Turn" Ch. 1. Disciplinary Divides, Knowledge
Construction, and the Multilingual Turn Ch. 2. Ways Forward for a
Bi/multilingual Turn in SLA Ch. 3. Moving beyond "lingualism": Multilingual
embodiment and multimodality in SLA Ch. 4. Theorizing a Competence for
Translingual Practice at the Contact Zone Ch. 5. Identity, Literacy and the
Multilingual Classroo Ch. 6. Communication and Participatory Involvement in
Linguistically Diverse Classrooms Ch. 7. Multilingualism and Common Core
State Standards in the US Ch. 8. Who's teaching whom? Co-learning in
multilingual classrooms Ch. 9. Beyond Multilingualism: Heteroglossia in
Practice