View Content #25736

From https://linguistlist.org/issues/29/29-3505.html

Proposal for an edited volume in the New Routledge Series on Language and Content Integrated Teaching & Plurilingual Education 
Multilingual Learning in Low-Resource Contexts: Opportunities and Obstacles 
Edited by Elizabeth J. Erling and John Clegg 

The aim of this volume is to provide a state-of-the-art collection of research about the role of language in content learning in schools in a wide range of low- and middle-income countries and other low-resource contexts. The focus will be on educational practices and pedagogies to support content learning and also the learning of dominant language(s). Chapters will focus on policies and practices that have emerged organically or through educational interventions to support learning. They will also explore various models of multilingual or plurilingual education and the opportunities and challenges in their implementation with regard to policy, practice and attitudes. 

Theories and research into multilingual and plurilingual learning have often arisen in high-resource, elite bilingual contexts of formal schooling. Indeed, the term pluringualism is usually reserved to describe European contexts, and not normally used with regard to low-resource contexts, where the focus tends to be on forms of mother tongue and multilingual instruction. Therefore, an additional aim of the volume is to forge connections between research about multilingual and plurilingual education initiatives in both “the global South” with “the global North”, where school populations are increasingly diverse and multilingual. 

Proposals are due by December 1, 2018.

View the full call for chapters at https://linguistlist.org/issues/29/29-3505.html