Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-24T12:59:31.207Z Has data issue: false hasContentIssue false

Joint colloquium on plurilingualism and language education: Opportunities and challenges, (AAAL/TESOL)

Published online by Cambridge University Press:  18 June 2015

Sue Garton
Affiliation:
Ryuko Kubota
Affiliation:
Faculty of Education, University of British [email protected]

Extract

This colloquium was organised by Ryuko Kubota (University of British Columbia, Canada) and Sue Garton (Aston University, UK) as part of the collaboration between the American Association for Applied Linguistics (AAAL) and TESOL International Association.

Type
Research in Progress
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Berdan, R. (1986). Disentangling language acquisition from language variation. In Bayley, R. & Preston, D. (eds.), Second language acquisition and linguistic variation. Amsterdam/Philadelphia: John Benjamins, 203244.Google Scholar
Cenoz, J. & Gorter, D. (2011). Focus on multilingualism: A study of trilingual writing. The Modern Language Journal 95, 356369.CrossRefGoogle Scholar
Cenoz, J. & Gorter, D. (2013). Towards a plurilingual approach in English language teaching: Softening the boundaries between languages. TESOL Quarterly 47, 591599.CrossRefGoogle Scholar
Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.Google Scholar
Flores, N. (2013). The unexamined relationship between neoliberalism and plurilingualism: A cautionary tale. TESOL Quarterly 47, 500520.CrossRefGoogle Scholar
García, O. (2009). Bilingual education in the 21st century: A global perspective. West Sussex: Wiley-Blackwell.Google Scholar
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education 53.2, 106116.CrossRefGoogle Scholar
Kubota, R. (in press). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics.Google Scholar
Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics 81, 141165.CrossRefGoogle Scholar
Larsen-Freeman, D. & Freeman, D. (2008). Language moves: The place of ‘foreign’ languages in classroom teaching and learning. Review of Research in Education 32, 147186.CrossRefGoogle Scholar
Moll, L. C. & González, N. (1997). Teachers as social scientists: Learning about culture from household research. In Hall, P. M. (ed.), Race, ethnicity, and multiculturalism: Policy and practice. New York: Routledge, 89114.Google Scholar
Ortega, L. (2014). Ways forward for a bi/multilingual turn in SLA. In May, S. (ed.), The multilingual turn. Implications for SLA, TESOL and bilingual education. New York & London: Routledge, 3253.Google Scholar
Pavlenko, A. (2014). The bilingual mind. New York: Cambridge University Press.CrossRefGoogle Scholar
Taylor, S. K. (2014). From ‘monolingual’ multilingual classrooms to ‘multilingual’ multilingual classrooms: Managing cultural and linguistic diversity in the Nepali educational system. In Little, D., Leung, C. & Van Avermaet, P. (eds.), Managing diversity in education: Key issues and some responses. Clevedon, UK: Multilingual Matters, 259274.Google Scholar
Taylor, S. K. & Snoddon, K. (2013). Plurilingualism in TESOL: Promising controversies. TESOL Quarterly 47, 439445.CrossRefGoogle Scholar