Teacher Agency in Multilingual Pedagogies

Rezensionen / Stimmen

Through authentic narratives and critical insights, Thomas Quehl's book illuminates the untapped potential of teacher agency in multilingual classrooms, inspiring educators to embrace linguistic diversity as a vehicle for educational transformation. It bridges gaps between research and practice, empowering teachers and students alike to navigate and thrive in a superdiverse world. Having seen Thomas Quehl actually experimenting with what he now describes in this book makes reading it even more special. * Joana Duarte, University of Groningen, The Netherlands * Children's own languages are routinely celebrated as a valued asset in school policy statements, yet teachers often find it difficult to support multilingualism in our linguistically diverse schools. Through clear-eyed observations and perceptive analyses of everyday teaching practices, Thomas Quehl shows us the navigational affordances and delimitations teachers have to deal with in an overwhelmingly monolingual English-centric curriculum environment. Teachers, teacher educators and policy makers interested in promoting multilingualism and linguistic justice will find this highly accessible book a work of immense practical relevance. * Constant Leung, King's College London, UK * Drawing on rich ethnographic data, Thomas Quehl's study provides invaluable insights into what constitutes teacher agency in multilingual pedagogies, and how it can be hindered - or fostered. With stunning analysis and great care for the everyday affordances of primary school teachers, this book paves a careful, real and actionable way for the empowerment of teachers and students alike. * M Knappik, University of Wuppertal, Germany *