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Multiculturalism and Multilingualism in Education
Implications for Curriculum, Teacher Preparation and Pedagogical Practice
Series: - Language Learning and Multilingualism, Volume: 5
Volume Editor:
Despite the superdiversity of an increasingly multicultural and multilingual world, policy and practice in education continues to deal with issues of inclusion and diversity in language education in rather tangential and peripheral ways. To address critical issues in multicultural and multilingual education, with implications for curriculum, teacher preparation and pedagogical practice, this volume brings together international perspectives on research, policy and pedagogical practice that help the global community gain new insights into ground-breaking work that addresses current questions, challenges and complexities in an education world of superdiversity.
Leonardo Veliz, Ph.D., is Associate Professor in language and literacy education at the University of New England, Australia, and the Head of the Curriculum Department. His research in language and literacy has been published in The Educational Forum, Educational Review, TESOL in Context, Journal of Multilingual and Multicultural Development, among others. Some of his edited volumes include Critiquing language teaching and learning in the Global South, Reimagining literacies pedagogy in the 21st century, and Language teacher agency.
The volume is of high relevance to language educators, linguists, educational linguists, language teachers, undergraduate and postgraduate students in education and language teacher education courses. Research centres and Institutes on multiculturalism and multilingualism would greatly benefit from this volume. University libraries would benefit from this volume as it would be relevant to education courses, Masters of applied linguistics programmes, TESOL courses, and any other Initial Teacher Preparation (ITE) programmes that include subjects on diversity, inclusion, multiculturalism and/or multilingualism.