[Edling] CFP - Multilingualism, Multiculturalism and Inclusive Education | Deadline 15 May 2022

Tue Apr 19 18:13:20 UTC 2022

Apologies for cross-posting

It is with great pleasure that we invite you to submit abstracts for
chapters to be included in an edited volume titled: *Multilingualism,
Multiculturalism and Inclusive Education. *

*Series: Language Learning and Multilingualism *

*BRILL (Leiden/Boston) *

https://brill.com/page/2485?language=en

* Title (Edited Volume):  *

*‘Multilingualism, Multiculturalism and Inclusive Education’  *

*Editor:* *Dr. Sviatlana Karpava*, University of Cyprus

karpava.sviatlana at ucy.ac.cy

Multilingualism, linguistic and cultural diversity are closely related to
globalisation, increased transnational mobility and increasing refugee
populations (Cenoz & Gorter, 2015; Jaspers et al., 2010; Phipps, 2019).
According to Wernicke et al. (2021), it is important to pay attention to
multilingualism and multiculturalism in educational settings, to increase
awareness and recognition of linguistic and cultural diversity at
individual and societal levels, and to take historical, ideological,
social, economic and political factors into consideration, as well as
language policy and the diverse language practices of teachers and students
(Choi & Ollerhead, 2018; Douglas Fir Group, 2016).

Multilingual education presupposes not only the teachers’ proficiency in
several languages (Nunan & Lam, 1998), but also their knowledge and
understanding of language acquisition processes, theoretical and
pedagogical models, approaches focused on the development of multilingual
competence (Hammond, 2014), teaching strategies, language and content
integration (Palincsar & Schleppegrell, 2014), and language policies and
ideologies related to language teaching and language use (Flores & Rosa,
2015; Kubota & Lin, 2009).

Students’ linguistic abilities have been valorised based on the language
policies of the Global North, which views language knowledge in relation to
the market, customisation and entrepreneurial skills (Flores, 2013; Haque &
Patrick, 2015; Kubota, 2016). It should be noted that not all educational
approaches support immigrant and minority language students from diverse
linguistic backgrounds, as they consider their multilingualism and
multiculturalism to be a barrier to teaching and learning. Thus, they
implement exclusionary/marginalisation practices and policies for
minority/immigrant students (van Avermaet et al., 2018; Ball & Bernhardt,
2012; Barakos & Selleck, 2019). At the same time, elite bilingualism and
immersion and/or foreign language classes for prestigious languages (such
as French and English) that are considered to be useful for higher
education and career prospects are promoted (see Yoon et al., 2018, for
reports on Canada, and De Costa, 2019; Rosa, 2016, for reports on the USA).

Recent research on multilingualism and language education has mainly been
conducted with a focus on the learning and teaching of the English
language, or in English-speaking contexts (Burns & Siegel, 2018; Farrell,
2015; Levine et al., 2014; Lucas, 2011; Matsuda, 2017). Such research has
examined students’ perspectives (Abello-Contesse et al., 2013) or teachers’
views regarding heterogeneous classrooms (Arias & Fee, 2018; Kalan, 2016),
translanguaging (Paulsrud et al., 2017) and language policies pertaining to
multilingual contexts (Hornberger, 2003). Previous research on teacher
training and education has emphasised teachers’ leadership and identity
(Palmer, 2018; Trent et al., 2014), professionalism (Jones & O’Brien,
2014), pedagogical knowledge and majority language instruction
(Becker-Mrotzek et al., 2017; Hüttner et al., 2012; Tedick, 2005), the
development of language skills (Ahmed et al., 2011), and linguistic
diversity, equity, equality and inclusion (Brisk, 2008).

Messner et al. (2016) investigated teachers’ needs and demands with regard
to teaching in multilingual contexts in Europe, as well as social inclusion
and intercultural communication, and their training and preparation for the
challenges they encounter in real-world linguistically and culturally
diverse classrooms and mobility programmes. Mejía and Hélot (2011) examined
the role of power, identities, language policies and instructional
practices in multilingual settings worldwide, while Wernicke et al. (2021)
addressed the issue of teacher education programmes in multilingual
contexts in various countries, and took historical, ideological and
contextual factors into consideration.

The present edited volume aims to focus on multidisciplinary approaches to
multilingualism, multiculturalism and inclusive education at (pre)primary,
secondary and tertiary levels, to address both top down and bottom up
perspectives on language education policies, teacher training and
preparation, needs and challenges related to education in multilingual
classrooms, the relationship between parents and educators, linguistic and
cultural diversity in classrooms, social cohesion and social justice in
education, cognitive, personal and social well-being of the students.

*References: *

Abello-Contesse, C., Chandler, P.M., López-Jiménez, M.D. and
Chacón-Beltrán, R. (Eds.) (2013). *Bilingual and multilingual education in
the 21st century: Building on experienc*e. Bristol: Multilingual Matters.

Ahmed, A., Cane, G., & Hanzala, M. (Eds.) (2011). *Teaching English in
multilingual contexts: Current challenges, future directions*. Newcastle
upon Tyne: Cambridge Scholars Publishing.

Arias, M.B., & Fee, M. (Eds.) (2018). *Profiles of dual language education
in the 21st century*. Bristol: Multilingual Matters.

Ball, J., & Bernhardt, B.M.H. (2012). Standard English as a second dialect:
A Canadian perspective. In A. Yiakoumetti (Ed.), *Harnessing linguistic
variation to improve education* (pp. 189–226). Oxford: Peter Lang.

Barakos, E., & Selleck, C. (2019). Elite multilingualism: Discourses,
practices, and debates. *Journal of Multilingual and Multicultural
Development*, *40*(5), 361–374. doi: 10.1080/01434632.2018.1543691

Becker-Mrotzek, M., Rosenberg, P., Schroeder, C., & Witte, A. (Eds.)
(2017). *Deutsch als Zweitsprache in der Lehrerbildung*. Münster: Waxmann.

Brisk, M.E. (Ed.) (2008). *Language, culture, and community in teacher
education*. Mahwah, NJ: Lawrence Erlbaum.

Burns, A., & Siegel, J. (Eds.) (2018). *International perspectives on
teaching the four skills in ELT: Listening, speaking, reading, writing*.
Cham: Springer.

Cenoz, J., & Gorter, D. (Eds.) (2015). *Multilingual education*. Cambridge:
Cambridge University Press.

Choi, J., & Ollerhead, S. (Eds.) (2018). *Plurilingualism in teaching and
learning: Complexities across contexts*. New York: Routledge.

De Costa, P. (2019). Elite multilingualism, affect and neoliberalism. *Journal
of Multilingual and Multicultural Development*, *40*(5), 453–460. doi:
10.1080/01434632.2018.1543698

De Mejía, A.M., & Hélot, C. (2015). Teacher Education and Support. In W.E.
Wright, S. Boun, & O. García (Eds.), *The Handbook of Bilingual and
Multilingual Education* (pp. 270-282). John Wiley and Son.

Douglas Fir Group (2016). A transdisciplinary framework for SLA in a
multilingual world. *The Modern Language Journal* 100 (Suppl.), 19–47. doi:
10.1111/modl.123010026-7902/16/19–47

Farrell, T. (Ed.) (2015). *International perspectives on English language
teacher education: Innovations from the field*. New York: Springer.

Flores, N. (2013). The unexamined relationship between neoliberalism and
plurilingualism: A cautionary tale. *TESOL Quarterly*, 47(3), 500–520. doi:
10.1002/tesq.114

Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic
ideologies and language diversity in education. *Harvard Educational Rev*iew,
85(2), 149–171. doi: 10.17763/0017-8055.85.2.149

Hammond, J. (2014). An Australian perspective on standards-based education,
teacher knowledge, and students of English as an additional language. *TESOL
Quarterly*, 48(3), 507–532. doi: 10.1002/tesq.173

Haque, E., & Patrick, D. (2015). Indigenous languages and the racial
hierarchisation of language policy in Canada. *Journal of Multilingual and
Multicultural Development*, *36*(1), 27–41. doi:
10.1080/01434632.2014.892499

Hornberger, N.H. (2003). *Continua of biliteracy: An ecological framework
for educational policy, research, and practice in multilingual settings*.
Clevedon: Multilingual Matters.

Hüttner, J., Mehlmauer-Larcher, B., Reichl, S., & Schiftner, B. (Eds.)
(2012). *Theory and practice in EFL teacher education: Bridging the gap*.
Bristol: Multilingual Matters.

Jaspers, J., Östman, J.-O., & Verschueren, J. (Eds.) (2010). *Society and
language use*. Amsterdam: John Benjamins.

Jones, K., & O’Brien, J. (Eds.) (2014). *European perspectives on
professional development in teacher education*. New York: Routledge.

Kalan, A. (2016). *Who’s afraid of multilingual education? Conversations
with Tove Skutnabb-Kangas, Jim Cummins, Ajit Mohanty and Stephen Bahry
about the Iranian context and beyond*. Bristol: Multilingual Matters.

Kubota, R. (2016). The multi/plural turn, postcolonial theory, and
neoliberal multiculturalism: Complicities and implications for applied
linguistics. *Applied Linguistics*, *37*(4), 474–494. doi:
10.1093/applin/amu045

Kubota, R., & Lin, A. (Eds.) (2009). *Race, culture, and identities in
second language education*. New York: Routledge.

Levine, T., Howard, E., & Moss, D. (Eds) (2014). *Preparing classroom
teachers to succeed with second language learners: Lessons from a faculty
learning community*. New York: Routledge.

Lucas, T. (Ed.) (2011). *Teacher preparation for linguistically diverse
classrooms: A resource for teacher educators*. New York: Routledge.

Matsuda, A. (Ed.) (2017). *Preparing teachers to teach English as an
international language*. Bristol: Multilingual Matters.

Messner, E., Worek, D., & Pecek, M. (Eds) (2016). *Teacher education for
multilingual and multicultural settings*. Graz: Leykam Verlag.

Nunan, D., & Lam, A. (1998). Teacher education for multilingual contexts:
Models and issues. In J. Cenoz, & F. Genesee (Eds.), *Beyond bilingualism:
Multilingualism and multilingual education* (pp. 117–140). Clevedon:
Multilingual Matters.

Palincsar, A.S., & Schleppegrell, M.J. (2014). Focusing on language and
meaning while learning with text. *TESOL Quarterly*, *48*(3), 616–623. doi:
10.1002/tesq.178

Palmer, D.K. (2018). *Teacher leadership for social change in bilingual and
bicultural education*. Bristol: Multilingual Matters.

Paulsrud, B., Rosén, J., Straszer, B., & Wedin, Å. (Eds) (2017). *New
perspectives on translanguaging and education*. Bristol: Multilingual
Matters.

Phipps, A. (2019). *Decolonising multilingualism: Struggles to decreate*.
Bristol: Multilingual Matters.

Rosa, J.D. (2016). Standardization, racialization, languagelessness:
Raciolinguistic ideologies across communicative contexts. *Journal of
Linguistic Anthropology*, 26(2), 162–183. doi: 10.1111/jola.12116

Tedick, D. (Ed.) (2005)*. Second language teacher education: International
perspectives*. Mahwah, NJ: Lawrence Erlbaum.

Trent, J., Gao, X., & Gu, M. (2014). *Language teacher education in a
multilingual context: Experiences from Hong Kong*. Dordrecht: Springer
Science & Business Media.

van Avermaet, P., Slembrouck, S., Van Gorp, K., Sierens, S., & Maryns, K.
(Eds.) (2018). *The Multilingual edge of education*. London: Palgrave
Macmillan.

Wernicke, M. (2017). Navigating native speaker ideologies as FSL
teacher. *Canadian
Modern Language Review*, 73(2), 208–236. doi: 10.3138/cmlr.2951

Wernicke, M., Hammer, S., Hansen, A., & Schroedler, T. (2021). *Preparing
Teachers to Work with Multilingual Learners*. Bilingual Education and
Bilingualism: 130. Multilingual Matters.

Yoon, E.-S., Lubienski, C., & Lee, J. (2018) The geography of school choice
in a city with growing inequality: The case of Vancouver. *Journal of
Education Policy*, *33*(2), 279–298. doi: 10.1080/02680939.2017.1346203

*Recommended Topics:  *

   - Multilingualism, Multiculturalism and Teacher Training
   - Critical Language Awareness
   - Inclusive Education
   - Teaching English as a Foreign Language (EFL)
   - Teachers, Parents and Students’ Perceptions of Multilingual Education
   - Critical Digital Literacy Development
   - Multiliteracy and Multimodality
   - Multilingual Linguistic Landscape and Teaching
   - Teaching Methods, Approaches and Techniques in Multilingual Classrooms
   - Translanguaging, Teaching and Learning
   - Linguistic and Cultural Diversity in Multilingual Classrooms
   - Language Education Policy and Planning
   - Family Language Policy, Language Maintenance and Education
   - Bilingualism, Bi(dia)lectalism and Education
   - Minority, Immigrant Communities and Language Education
   - Community/ Heritage Language Education
   - Intercultural Communication
   - Plurilingualism at the Individual, Societal and (Teacher) Education
   Levels
   - Reflection and Continuous Professional Development
   - Multilingualism, Linguistic and Cultural Identity
   - Equity, Equality and Social Justice in Education
   - Theoretical Frameworks and Approaches to Multilingualism and Language
   Teaching

   *(Provisional) Table of Content/Topic Coverage*  *

   **(Topics are tentative and can be negotiated with the editor) *

   *Introduction  *

   *This chapter will be devoted to the overview of the current research
   related to the topic of multilingualism, multiculturalism and inclusive
   education. It will present the themes of the edited volume and its
   chapters.  *

   *Part I: Theoretical and Practical Approaches to
   Multilingualism/Multilingual Education *

   *Chapter 1:* *Diverse Disciplinary Approaches to Multilingualism and
   Plurilingualism*

   *Chapter 2: **Multilingualism at the Individual, Societal and (Teacher)
   Education Levels *

   *Chapter 3: **Multilingualism, Language Contact and Linguistic Diversity*

   *Chapter 4: **Multilingualism: Language Policy and Education*

   *Chapter 5: **Multilingualism: Language Teaching and Learning  *

   *Chapter 6:* *Multilingualism and Language Ideologies *

   *Part II: Multilingualism and Multiculturalism: Teacher Training and
   Education  *

   *Chapter 7: **Teachers’ Perceptions of Teaching in Multilingual
   Classrooms*

   *Chapter 8: **Linguistically/Culturally Diverse classrooms: Teachers’
   Challenges and Needs*

   *Chapter 9: **Translanguaging as a Resource in Teaching *

   *Chapter 10: **Multilingualism and Critical Digital Literacy*

   *Chapter 11: **Online Teaching and Assessment in Multilingual
   Classrooms *

   *Chapter 12: **Reflection and Continuous Professional Development  *

   *Part III: Top Down and Bottom up Approaches to Multilingualism and
   Multiculturalism  *

   *Chapter 13: **Teachers, Parents and Students’ Perceptions of
   Multilingual Education *

   *Chapter 14: **The Link between Home and School regarding Multilingual
   Education *

   *Chapter 15: **Community/Heritage Language Education *

   *Chapter 16: **Inclusive Education and Social Justice *

   *Chapter 17: **Institutional and Discursive Multilingualism *

   *Chapter 18: **Micro and Macro Levels of Multilingualism and Education  *

   *Important dates: *

   15 May, 2022: Proposal Submission Deadline

   15 June, 2022: Notification of Acceptance

   15 November, 2022: Full Chapter Submission

   15 January, 2023: Review Results Returned

   15 February, 2023: Final Acceptance Notification

   15 March, 2023: Final Chapter Submission

   *Submission Guidelines *Prospective contributor/s can email their
   proposal/abstract to the editor *Dr Sviatlana Karpava* (
   karpava.sviatlana at ucy.ac.cy) not later than 15 May 2022. The proposal
   (Chapter abstract) should be limited to 250-300 words and should include:

a) Chapter title and specific mention of category/Part (I, II or III) your
proposal should be considered for;

b) Background to the study, contextualisation of topic/research
problem/research question(s), research aims/objectives, methodology and
findings; and

c) Author(s)’ short biography (max. 100 words) and contact information
(name, affiliation, address, and email).

If accepted, full contributions are expected to be a maximum of 7000 words
including references.

All contributions should be submitted in MS Word format and have to be
original, unpublished, and not submitted elsewhere for publication.

*CHAPTER SELECTION AND REVIEW STATEMENT *

A *double-blind peer review process *will be used for all full
contributions. Authors are asked to avoid any form of author
identifications in the body of the manuscript, including self-identifying
citations and references (in their first submission). The authors must
provide a separate title page with author/s details. The authors will be
responsible after the review process is completed to reinsert
self-identifying citations and references for final submission.

Thank you for your consideration.

Kind regards,

Dr Sviatlana Karpava, BA, CELTA, MA, PhD, FHEA

Lecturer in Applied Linguistics/TESOL

University of Cyprus, Department of English Studies

P.O. Box 20537, 1678 Nicosia, Cyprus

Tel.: +357 22892120 Fax: +357 22 895 067

Email: karpava.sviatlana at ucy.ac.cy

https://www.ucy.ac.cy/dir/en/cb-profile/skarpa01

*ORCID: *https://orcid.org/0000-0001-8416-1431

*Research Gate: *
https://www.researchgate.net/profile/Sviatlana_Karpava2/research

*Google Scholar profile: *
https://scholar.google.com/citations?user=KsG3RekAAAAJ&hl=en

https://eurofamnet.eu/users/sviatlana-karpava

https://www.habilnet.org/members/?item=4#Sviatlana-Karpava

https://newdev.ucy.ac.cy/disconso/directors/
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