In this timely volume, international scholars examine how multilingual schooling is handled in schools across the world with a series of case studies from South Africa, Nigeria, Germany, Colombia, Slovakia, New Zealand, and Taiwan. Presenting new contributions arising from the varied contexts of multilingualism today, this collection urges educators to employ broader definitions of multilingualism; to treat the intricate messiness of language modes and language community goals as factors that mediate instructional and organizational designs, practices, and policies; to question the hopes or disappointments of democracy as we now know it; and to consider the connections or disconnections of teaching with the cultures represented in the classroom. Demonstrating the commonalities among exemplars of practice, this book will help U.S. educators construct more effective policies and programs for multilingual instruction in K–12 schools.


Contributors: Roger Barnard, Carole Bloch, Gabriele Budach, Sol Colmenares, Chen-ching Li, Anne-Marie de Mejía, Ursula Neumann, Tope Omoniyi, Hans-Joachim Roth, Harvey Tejada, Ildikó Vančo, and Rosemary Wildsmith-Cromarty