Multilingual Learning: Stories in Schools and Communities in Britain - Softcover

This thought-provoking book - exemplifies how much a largely monolingual education system can gain from studying the processes of multilingual learning. - Education Review This book is a timely and welcome addition to the literature on education and multilingualism. It is a compilation of multilingual learning stories that are rarely told even though they are of crucial importance. - International Journal of Lifelong Education This resonates very strongly with my own personal experience as a bilingual learner... it heightens awareness of multilingualism using real life contexts. I recommend this book to those dipping their toes into the area as well as those who have considerable knowledge of the issues - UKLA Review

With its stories of individual learners and teachers in a wide range of contexts, this book offers radical new thinking about mainstream and community education in Britain. It argues for theoretical frameworks and a model of pedagogy and terminology that properly reflect the ways in which children's achievements in mainstream school are fed by all their learning experiences in different contexts, and in all the languages in their repertoire. This gives the book international relevance.The editors, all experienced teachers and researchers in community settings, present an overview of the current situation and propose theoretical and pedagogical frameworks to move discussion forward. Individual case studies bring to life how it feels to be a teacher or learner in such contexts.The contributors are Olga Barradas, Arvind Bhatt, Nirmala Bhojani, Yangguang Chen, Jean Conteh, Angela Creese, Peter Martin, Leena Helavaara Robertson and Raymonde Sneddon. The concluding chapter by Jill Bourne draws the themes together and opens out the possibilities for the future." Multilingual Learning" is for researchers, teachers, teacher-educators, and those concerned with policy and pedagogy which provides pupils with opportunities to learn in the full range of languages they have at their disposal. It indicates possibilities for positive links between mainstream school and community learning contexts, and for future research, policy and practice.