Teaching and Learning in Multilingual Contexts

Rezensionen / Stimmen

Given the growing number of multilinguals around the world (Hornberger, 2009), the insights and results contributed by the authors shape Teaching and Learning in Multilingual Contexts into a useful resource for a variety of audiences including language educators, sociolinguists, language policy planners, and others conducting research in the field of language pedagogy and multilingualism. -- Rachel Kraut, Rice University, USA; Heather Smyser, Defense Language Institute, USA; Zachary Brooks, University of Arizona, USA * Journal of Language, Identity & Education, 15:3, 194-197 * The articles collected in this book not only provide a sampling of the phenomenon of multilingualism in a fascinating variety of its manifestations, but in addition offer a wealth of thoughtful and well-motivated discussion of the implications of this diversity in theoretical and practical terms. -- David Singleton, University of Pannonia, Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland This book is a very timely and important contribution to the rapidly growing field of multilingualism and multilingual education by putting an emphasis on novel perspectives of multilingual phenomena in education. The editors have managed to present a unique collection of papers focusing on different sociolinguistic settings of Canada and Europe (Austria, Croatia, Germany, Italy, Poland, Spain, Switzerland) which will stimulate multidimensional discussions in the academic community. -- Ulrike Jessner, University of Innsbruck, Austria, Current President of the International Association of Multilingualism On the whole, the editors and authors achieved their goal of developing a deeper understanding of what is involved in teaching and learning in multilingual contexts. The insights and results contributed by the authors shape "Teaching and Learning in Multilingual Contexts" into a useful resource for a variety of audiences including language educators, sociolinguists, language policy planners, and others conducting research in the field of language pedagogy and multilingualism. -- Rachel Kraut, Heather Smyser, and Zachary Brooks, The University of Arizona, USA in Journal of Language, Identity and Education