Multilingual Education Yearbook 2020 Teacher Education and Multiling
This book focuses on the challenges of teaching in diversely multilingual classrooms, discussing how these challenges and complexities interact in the preparation of teachers (language & content areas) in and for multilingual settings, and how they im
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Wenhao Tao Indika Liyanage Editors
Multilingual Education Yearbook 2020 Teacher Education and Multilingual Contexts
Multilingual Education Yearbook Series Editor Indika Liyanage, School of Education, Deakin University, Burwood, VIC, Australia Advisory Editors Bob Adamson, Department of International Education and Lifelong Learning, The Education University of Hong Kong, Tai Po, Hong Kong SAR, Hong Kong Suresh Canagarajah, Department of Applied Linguistics and English, Pennsylvania State University, University Park, PA, USA Andy Kirkpatrick, Department of Humanities, Languages and Social Science, Griffith University, Nathan, QLD, Australia Parlo Singh, Griffith Institute for Educational Research, Griffith University, Mt. Gravatt Campus, Mount Gravatt, QLD, Australia
The Multilingual Education Yearbook publishes high-quality empirical research on education in multilingual societies. It publishes research findings that in addition to providing descriptions of language learning, development and use in language contact and multilingual contexts, will shape language education policy and practices in multilingual societies. The Multilingual Education Yearbook is highly relevant to researchers in language and education, language education professionals, and policy makers, covering topics such as: • The effects of multilingual education and literacy education on the maintenance and development of multilingualism. • The effects of the introduction of English as a curriculum subject and/or medium of instruction upon multilingual and literacy education. • The respective role(s) of vernaculars and ‘local’ languages, national languages and English in education, especially where the languages are of different language families, and scripts are different or languages lack an orthography. • The role in multilingual education of other major languages such as Arabic, French, Hindi, Mandarin and Spanish. • The effects of multilingual and/or English language education on school drop out and retention rates. • The effects of the ‘internationalization’ of universities worldwide, potential privileging of the English language and of knowledge published in English. • Bilingual/multilingual acquisition of non-cognate and ‘different-script’ languages. • Takeholder attitudes toward notions of multilingualism and related notions of linguistic proficiency, standards, models and varieties. • Critical evaluations of language policy and its implementation.
More information about this series at http://www.springer.com/series/15827
Wenhao Tao Indika Liyanage •
Editors
Multilingual Education Yearbook 2020 Teacher Education and Multilingual Contexts
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Editors Wenhao Tao School of Foreign Languages Beijing Normal University Tangjia, Zhuhai, Guangdong, China
Indika Liyanage School of Education Deakin University Burwood, VIC, Australia
ISSN 2522-5421 ISSN 2522-543X (electronic) Multilingual Education Yearbook ISBN 978-3-030-41210-4 ISBN 978-3-030-41211-1 (eBook) https://doi.org/10.1007/978-3-030-41211-1 © Springer Nature Switzerland AG 2020
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