Language Learning and Multilingualism
Editor-in-Chief:
Piotr Romanowski
Piotr Romanowski
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Associate Editors:
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Catherine Chua
Catherine Chua
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Louisa Willoughby
Louisa Willoughby
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Multilingualism is a complex phenomenon that can be studied from different perspectives in disciplines such as linguistics, psycholinguistics, sociolinguistics and education. The investigation of its manifold forms and language learning is an important field of research in applied linguistics. As multilingualism and linguistic diversity are perceived as increasingly advantageous globally, official policies emerge that aim to implement and increase demands for language learning and linguistic diversity.
Language Learning and Multilingualism is a series that puts consideration of learners’ multilingual experiences, identities and competencies at the heart of studies of language education. The series takes an expansive view of language education and explores language learning across a range of formal and informal learning contexts. The series provides the latest study on language learning and multilingualism, and it is intended for academics, researchers, practitioners to present high-quality, original and state-of-the-art research describing theoretical and empirical aspects contributing to the advancement of our understanding of multilingualism and language education. As part of a commitment to broadening the horizons of the field, it particularly welcomes studies focused on lesser-taught languages, marginalised communities and/or emerging from the Global South.
Language Learning and Multilingualism is a peer-reviewed series that provides a comprehensive survey of multilingualism and language education policy for a global audience. The series is an ideal resource for advanced undergraduates and postgraduate students, and researchers of multilingualism. The editors of Language Learning and Multilingualism encourage submissions of high quality monographs and edited volumes from a variety of theoretical and methodological perspectives that speak to these overarching aims.
Language Learning and Multilingualism is a series that puts consideration of learners’ multilingual experiences, identities and competencies at the heart of studies of language education. The series takes an expansive view of language education and explores language learning across a range of formal and informal learning contexts. The series provides the latest study on language learning and multilingualism, and it is intended for academics, researchers, practitioners to present high-quality, original and state-of-the-art research describing theoretical and empirical aspects contributing to the advancement of our understanding of multilingualism and language education. As part of a commitment to broadening the horizons of the field, it particularly welcomes studies focused on lesser-taught languages, marginalised communities and/or emerging from the Global South.
Language Learning and Multilingualism is a peer-reviewed series that provides a comprehensive survey of multilingualism and language education policy for a global audience. The series is an ideal resource for advanced undergraduates and postgraduate students, and researchers of multilingualism. The editors of Language Learning and Multilingualism encourage submissions of high quality monographs and edited volumes from a variety of theoretical and methodological perspectives that speak to these overarching aims.
Implications for Curriculum, Teacher Preparation and Pedagogical Practice
Volume 5
978-90-04-70985-0
Volume 4
978-90-04-70232-5
Volume 2
978-90-04-54815-2
Piotr Romanowski, Ph.D., lectures at the Faculty of Applied Linguistics of the University of Warsaw, Poland. His academic interests are at the intersection of bi-/multilingual education and sociolinguistics. He is Chief Editor of Journal of Multilingual Theories and Practices. He is the founding member of MultiLingNet.
Louisa Willoughby, Ph.D., is a Senior Lecturer* in Linguistics at Monash University, Australia. Her work explores how multicultural societies responds to linguistic diversity, and the relationship between language, identity, and social cohesion. She has a particular interest in the teaching and use of sign languages, as well as language issues for small and emerging migrant groups.
Catherine Chua, Ph.D., teaches at the University of Calgary’s Werklund School of Education, Canada. She was born and raised in Singapore, and received her education in Singapore and Australia.Her academic interests include language planning and policy, policy analysis, globalization and educational reforms, 21st century skills and competencies, language and culture, imaginative education, critical discourse analysis and school leadership.
Louisa Willoughby, Ph.D., is a Senior Lecturer* in Linguistics at Monash University, Australia. Her work explores how multicultural societies responds to linguistic diversity, and the relationship between language, identity, and social cohesion. She has a particular interest in the teaching and use of sign languages, as well as language issues for small and emerging migrant groups.
Catherine Chua, Ph.D., teaches at the University of Calgary’s Werklund School of Education, Canada. She was born and raised in Singapore, and received her education in Singapore and Australia.Her academic interests include language planning and policy, policy analysis, globalization and educational reforms, 21st century skills and competencies, language and culture, imaginative education, critical discourse analysis and school leadership.
Editor-in-Chief:
Piotr Romanowski, University of Warsaw, Warsaw, Poland
Associate Editors:
Louisa Willoughby, Monash University, Melbourne, Australia
Catherine Chua, University of Calgary, Calgary, Canada
Editorial Board:
Jasone Cenoz, University of the Basque Country, Vitoria-Gasteiz, Spain
Bee Chin Ng, Nanyang Technological University, Jurong West, Singapore
Ana Deumert, University of Cape Town, Cape Town, South Africa
Ofelia García, City University of New York, New York City, New York, USA
Nancy Hornberger, University of Pennsylvania, Philadelphia, Pennsylvania, USA
Britta Hufeisen, Technical University of Darmstadt, Darmstadt, Germany
Ulrike Jessner, University of Innsbruck, Innsbruck, Austria
Elizabeth Lanza, University of Oslo, Oslo, Norway
Anthony Liddicoat, University of Warwick, Coventry, UK
Li Wei, University College London, London, UK
Joseph Lo Bianco, University of Melbourne, Melbourne, Australia
Stephen May, University of Auckland, Auckland, New Zealand
Anne-Marie de Mejía, University of The Andes, Bogotá, Colombia
John Macalister, Victoria University of Wellington, Wellington, New Zealand
Daniele Moore, Simon Fraser University, Vancouver, Canada
Magdalena Olpińska-Szkiełko, University of Warsaw, Warsaw, Poland
Mirosław Pawlak, Adam Mickiewicz University in Poznań, Poznań, Poland
David Singleton, Trinity College Dublin, Dublin, Ireland
Amy B. M. Tsui, University of Hong Kong, Hong Kong, China
Agnieszka Uberman, University of Rzeszów, Rzeszów, Poland
Christa Van der Walt, Stellenbosch University, Stellenbosch, South Africa
Zhu Hua, University College London, London, UK
Piotr Romanowski, University of Warsaw, Warsaw, Poland
Associate Editors:
Louisa Willoughby, Monash University, Melbourne, Australia
Catherine Chua, University of Calgary, Calgary, Canada
Editorial Board:
Jasone Cenoz, University of the Basque Country, Vitoria-Gasteiz, Spain
Bee Chin Ng, Nanyang Technological University, Jurong West, Singapore
Ana Deumert, University of Cape Town, Cape Town, South Africa
Ofelia García, City University of New York, New York City, New York, USA
Nancy Hornberger, University of Pennsylvania, Philadelphia, Pennsylvania, USA
Britta Hufeisen, Technical University of Darmstadt, Darmstadt, Germany
Ulrike Jessner, University of Innsbruck, Innsbruck, Austria
Elizabeth Lanza, University of Oslo, Oslo, Norway
Anthony Liddicoat, University of Warwick, Coventry, UK
Li Wei, University College London, London, UK
Joseph Lo Bianco, University of Melbourne, Melbourne, Australia
Stephen May, University of Auckland, Auckland, New Zealand
Anne-Marie de Mejía, University of The Andes, Bogotá, Colombia
John Macalister, Victoria University of Wellington, Wellington, New Zealand
Daniele Moore, Simon Fraser University, Vancouver, Canada
Magdalena Olpińska-Szkiełko, University of Warsaw, Warsaw, Poland
Mirosław Pawlak, Adam Mickiewicz University in Poznań, Poznań, Poland
David Singleton, Trinity College Dublin, Dublin, Ireland
Amy B. M. Tsui, University of Hong Kong, Hong Kong, China
Agnieszka Uberman, University of Rzeszów, Rzeszów, Poland
Christa Van der Walt, Stellenbosch University, Stellenbosch, South Africa
Zhu Hua, University College London, London, UK