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Intro -- Foreign Language Education in Multilingual Classrooms -- Editprial page -- Title page -- Copyright page -- Acknowledgment of grants -- Table of contents -- Introduction: Multilingualism and foreign language education: A synthesis of linguistic and educational findings -- 1. Introduction -- 2. Multilingualism and globalization -- 3. Learning languages on multilingual substrate -- 4. Multilingualism as an educational phenomenon -- 4.1 The learners' perspective -- 4.2 The institutional perspective -- 4.3 The goal perspective: FL education is more than FL learning -- 4.4 The methodological perspective: Ways to introduce multi- and plurilingualism in the FL classroom -- 4.4 The methodological perspective: Ways to introduce multi- and plurilingualism in the FL classroom -- 5. Language awareness and metalinguistic awareness -- 6. Perspectives: Where to go from here? -- Acknowledgements -- References -- Part I. Policy perspectives: Concepts of multilingual education -- Language education in and for a multilingual Europe -- 1. Introduction -- 2. Language policy in Europe - changes over time -- 3. Two approaches to policy making - the 'fluid' and the 'static' -- 4. 'Modern' and 'classical' (foreign) language teaching aims -- 5. Language education policy and migration - analysing ideologies -- 6. Language education policy, globalization and internationalization -- 7. Next steps - multilingualism and citizenship -- References -- Multilingualism and education in sub-Saharan Africa: Policies, practices and implications -- 1. Introduction -- 2. Historical and sociopolitical context -- 2.1 Language policies in the colonial era -- 2.2 Language policies in the post-colonial era -- 2.3 Language policies in the current global era -- 3. Bi- and multilingual education in post-colonial Africa -- 4. Discussion -- References Language policy, language study, and heritage language education in the U.S -- 1. Introduction -- 2. Tensions and contradictions in U.S. language education policy -- 3. The instruction and assessment of Spanish as a heritage language -- 4. Indigenous heritage language education -- 5. Chinese heritage language education -- 6. Conclusion -- References -- Globalization, national identity, and multiculturalism and multilingualism: Language policy and practice in education in Asian countries -- 1. Introduction -- 2. Theoretical framework -- 2.1 Language-planning orientations -- 2.2 Typology of beliefs and ideologies in policy models for ethnic and linguistic diversity -- 2.2 Typology of beliefs and ideologies in policy models for ethnic and linguistic diversity -- 2.3 Multiculturalism versus linguicism -- 3. Singapore -- 4. Japan -- 5. Korea (Republic of Korea) -- 6. India -- 7. China -- 8. Discussion -- 8.1 Promotion of national unity: Minority languages and dialects as "problems" -- 8.1 Promotion of national unity: Minority languages and dialects as "problems" -- 8.2 Resisting linguicism: Language as a right -- 8.3 Postcolonialism and neoliberalism: Language as a resource for globalization -- 8.3 Postcolonialism and neoliberalism: Language as a resource for globalization -- References -- Part II. Theoretical perspectives: From multilingualism to plurilingualism -- L3, the tertiary language -- 1. Introduction -- 2. The multilingual context -- 3. The language repertoire and situations of language use -- 4. Defining L3 as a tertiary language -- 5. L3 and the background languages -- 6. Summary and conclusion -- References -- Plurilingual identities: On the way to an integrative view on language education? -- 1. Introduction -- 2. Basic assumptions and concepts -- 2.1 Identity and language (learning) -- 2.2 Narrative identities 2.3 Identity, language learning, and intercultural understanding -- 2.4 Socio-cultural theory, identity and language learning -- 3. Plurilingualism, language repertoires, translanguaging -- 4. Integrative language education - Pedagogical approaches and empirical insights -- 4. Integrative language education - Pedagogical approaches and empirical insights -- 4.1 Pedagogical and curricular approaches -- 4.2 Empirical insights: Identities, perceptions, practices -- 5. Conclusion -- References -- Models of multilingual competence -- 1. Introductory considerations: Why L2-based models are inadequate and why we need models based on plurilingualism -- 1. Introductory considerations: Why L2-based models are inadequate and why we need models based on plurilingualism -- 2. On the role and function of different languages in models based on plurilingualism and in models for learning multiple languages -- 2. On the role and function of different languages in models based on plurilingualism and in models for learning multiple languages -- 3. On two models that are often referenced in research -- 3.1 Psycholinguistics: The Dynamic Model of Multilingualism (DMM) -- 3.2 Foreign language teaching methodology: The Plurilingual Didactic Monitor Model (PDMM) -- 4. On a relatively recently developed sociolinguistic model: Dominant Language Constellation -- 5. On refining a model: Factor Model 2.0 becomes Factor Model 2.1 -- 6. Concluding remarks -- References -- The multilingual turn in foreign language education: Facts and fallacies -- 1. Introduction -- 2. The multilingual turn in linguistic education: Turning or spinning around? Some considerations -- 3. Revisiting multilingual turns in language education -- 3.1 Pluralistic approaches to languages and cultures -- 3.2 L3/Ln learning -- 4. The multilingual turn between tensions -- 4.1 English vs. multilingualism? 4.2 Monoglossic and heteroglossic perspectives -- 5. Conclusion -- References -- Linguistic landscaping -- 1. Introduction: Multilingualism in the public sphere -- 2. Linguistic landscapes: The evolution of a field -- 3. Opening up perspectives: Linguistic landscaping today -- 4. Linguistic landscapes, education and the multilingual classroom -- 4.1 Pedagogical LLs applied: Children as social actors -- 4.2 Pedagogical LLs applied: The EFL classroom -- 5. Outlook -- References -- Identity and investment in multilingual classrooms -- 1. Introduction -- 2. Theoretical influences on contemporary identity research -- 3. Identity, investment, and imagined communities: A vignette -- 4. An expanded model of investment -- 5. Language learners across global sites -- 5.1 Adolescent English language learners in Uganda -- 5.2 Adolescent and adult English language learners in Iran -- 6. Identity, investment, and multilingual classroom practice -- 7. Conclusion -- References -- Part III. Empirical perspectives: Multilingualism in the foreign language classroom -- The acquisition of English as an L3 from a sociocultural point of view: The perspective of multilingual learners -- 1. Introduction -- 2. Multilingualism and language learning: English as a third language -- 2.1 The psycholinguistic perspective of multilingualism -- 2.2 The sociocultural perspective: Multilingualism and identity -- 3. The role of foreign language education -- 4. The project -- 4.1 Research design -- 4.2 Case studies -- 5. Conclusions -- References -- Affordances of multilingual learning situations: Possibilities and constraints for foreign language classrooms -- 1. Introduction -- 2. Project LIKE -- 2.1 Research setting and design -- 2.2 Measures and sample -- 2.3 Research focus of LIKE - Research focus of this paper -- 3. Case analysis 3.1 Case 1: Visacha Rat (non-comprehension and microswitches) -- 3.2 Case 2: Pericote (different languages, different uses) -- 3.3 Case 3: Pectinator (avoiding the challenge) -- 4. Discussion -- References -- Appendix -- Transcription signs -- L1 effects in the early L3 acquisition of vocabulary and grammar -- 1. Introduction -- 2. Cross-linguistic interactions in multilingual acquisition -- 2.1 The multilingual lexicon -- 2.2 Grammatical transfer in child and adult L3 learners -- 3. Research question and hypotheses -- 4. The present study -- 4.1 Participants -- 4.2 Materials and methods -- 4.3 Control variables -- 4.4 Procedure -- 4.5 Analysis -- 4.6 Results -- 5. Discussion -- References -- "One day a father and his son going fishing on the Lake": A study on the use of the progressive aspect of monolingual and bilingual learners of English -- 1. Introduction -- 2. Tense and aspect: Progressive -- 3. First, second, and third language -- 4. Specificity of learners of English -- 5. Methodology of the study -- 6. Descriptive analysis -- 7. Statistical analysis -- 8. Discussion -- 9. Consequences for language instruction -- 10. Concluding remarks -- Acknowledgment -- References -- English as a lingua franca at the multilingual university: A comparison of monolingually and multilingually raised students and instructors -- 1. Introduction -- 2. Research to date -- 3. Hypotheses -- 4. Methods -- 4.1 Procedure -- 4.2 Participants -- 4.3 Instruments -- 4.4 Statistical analysis -- 5. Results -- 5.1 Mother tongues -- 5.2 Self-assessment of language competencies and skills -- 5.3 Instructors' teaching-related English skills -- 6. Discussion -- References -- Appendix 1. Self-Assessments - students: Monolingually raised (1MT) vs. multilingually raised ( > MT) Appendix 2. Self-Assessments - instructors: Monolingually raised (1MT) vs. multilingually raised ( > MT)
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