Additional information
by Anna Krulatz (Editor), Georgios Neokleous (Editor), Anne Dahl (Editor)
This book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners' own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.
Author Biography
Anna Krulatz is Professor in the Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway.
Georgios Neokleous is Associate Professor in the Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway.
Anne Dahl is Associate Professor in the Department of Language and Literature, Norwegian University of Science and Technology, Trondheim, Norway.
