Books published by Multilingual Matters

This book offers an evidence-based guide to EAL for everyone who works with multilingual learners. It offers a concise introduction to the latest research underpinning three keys areas of EAL practice:How children acquire additional languagesHow language works across the curriculumHow you can establish outstanding EAL practice in your school.

This book offers a critical exploration of definitions, methodologies, and ideologies of English-medium instruction (EMI) and contributes to new understandings of translanguaging as theory and pedagogy across diverse contexts. It demonstrates the affordances and constraints that translanguaging processes present in relation to EMI classrooms.

Through a mix of conceptual and empirical chapters, this book defines engagement for the field of language learning. It serves as an authoritative guide for anyone wishing to understand the unique insights engagement can give into language learning and teaching, or anyone conducting their own research on engagement within and beyond the classroom.

This book examines the wide range of multilingual devotional performances engaged in by young Muslims in the UK today. It evaluates the contemporary mosque school in the UK and contrasts this with practices from the past and with prevailing discourses (both political and other) which suggest that such institutions are problematic.

This book traces a history of bilingual education in the US, unveiling the role of politics in policy development and implementation. It introduces readers to past systemic supports for creation of diverse bilingual educational programs and situates particular instances and phases of expansion and decline within related sociopolitical backdrops.

This book unpacks data from conversations with bi-/multilingual EFL teachers to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers' selves and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts.

This book offers a critical exploration of definitions, methodologies, and ideologies of English-medium instruction (EMI) and contributes to new understandings of translanguaging as theory and pedagogy across diverse contexts. It demonstrates the affordances and constraints that translanguaging processes present in relation to EMI classrooms.

This book highlights multilingual literacy practices inside classrooms as well as the importance of multilingual literacy outside of educational contexts. It provides a springboard for developing opportunities for learning and identity-building for all, across different settings.

The seventh edition of this bestselling textbook has been extensively revised and updated to provide a comprehensive and accessible introduction to bilingualism and bilingual education in an everchanging world. Written in a compact and clear style, the book covers all the crucial issues in bilingualism at individual, group and societal levels.

Through a mix of conceptual and empirical chapters, this book defines engagement for the field of language learning. It serves as an authoritative guide for anyone wishing to understand the unique insights engagement can give into language learning and teaching, or anyone conducting their own research on engagement within and beyond the classroom.

This book adopts a raciolinguistic perspective to examine the ways in which dual language education programs in the US often reinforce the racial inequities that they purport to challenge. The chapters adopt a range of methodologies, disciplines and language foci to challenge mainstream and scholarly discourses on dual language education.

This book showcases the experiences of researchers conducting complexity research in situated educational contexts. The chapters present practical examples of how complexity research can be done, with convincing evidence of why a complexity perspective is useful for investigating and conceptualizing the psychology of language learners and teachers.

This book provides a state-of-the-art account of current research on the relatively neglected, complex and ambiguous issue of silence within second language settings. The chapters use a range of theoretical approaches and research methodologies to explore silence within a variety of educational contexts connected to East Asia.

This book aims to empower teachers working with adult migrants who have had little or no prior formal schooling, and give them the information and skills that they need to reach the highest possible levels of literacy in their new languages.

This book shares wisdom and strategies to help language teachers, teacher educators, and peace educators communicate peace, contribute to peace and weave peacebuilding into classrooms and daily life. The book's Language of Peace Approach and more than 50 creative activities nurture peacebuilding skills in students, educators and the community.

This book shares wisdom and strategies to help language teachers, teacher educators, and peace educators communicate peace, contribute to peace and weave peacebuilding into classrooms and daily life. The book's Language of Peace Approach and more than 50 creative activities nurture peacebuilding skills in students, educators and the community.

This book compiles original studies investigating crosslinguistic child phonological development, that is, protolanguage phonology. The chapters address topics and issues not widely reported in the literature, including research on under-represented languages, as well as information that has remained little-known to the field.

This book analyses research methods and theoretical concepts for exploring multilingualism in the context of contemporary superdiversity, in environments dramatically transformed by transnational migration and movement of peoples. It examines language in urban contexts: the city as a site for experimentation and creativity in language practices.

This book details online collaborations between universities in Europe, the USA and Palestine. The chapters recount the challenges and successes of online collaborations which promote academic connections and conversations with the Gaza Strip (Palestine) and forge relationships between individuals, institutions and cultures.

This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the benefits and challenges that teachers, program designers and researchers face in using tasks.

This book brings together many insights about the influences of one language upon another in language learning. Its accessible discussions explore key concerns such as predictions of difficulty, the role of translation processes, the relation between comprehension and production, and implications for classroom practice.

This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the benefits and challenges that teachers, program designers and researchers face in using tasks.

This book presents an in-depth look at a social language learning space within a university context. Drawing on the literature from identity in second language learning, communities of practice and learner beliefs, it demonstrates how psychological phenomena shape a space and how a learning space can contribute to a wider learning ecology.