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dc.contributor.authorMeier, GS
dc.date.accessioned2016-09-12T13:27:16Z
dc.date.issued2016-01-23
dc.description.abstracthis study establishes the multilingual turn as part of a critical movement in education. It highlights the importance we ought to attach to how we understand the concepts of language, the learners and language learning and related terms, as such assumptions determine what language teachers and learners do in the classroom. A thematic decomposition analysis of 21 chapters, contained in two books both with phrase the multilingual turn in their title (Conteh and Meier 2014, The multilingual turn in languages education: Opportunities and challenges. Bristol: Multilingual Matters; May 2014a, The multilingual turn: Implications for SLA, TESOL and Bilingual education. New York: Routledge), confirms that new critical understandings of these concepts have developed in recent years. While there is not total accord, my findings showed that authors, associated with the multilingual turn, conceive languages as a resource for learning and as associated with status and power; the learners as diverse multilingual and social practitioners; and learning as a multilingual social practice based on theoretical pluralism, consistently guided by critical perspectives. While theoretically relatively well established, the multilingual turn faces important challenges that hamper its translation into mainstream practice, namely popularly accepted monolingual norms and a lack of guidance for teachers. The findings combined with previous research inform a framework to reflect on practice, which may, in the long term, help address the challenges identified.en_GB
dc.identifier.citationDOI: 10.1515/applirev-2016-2010,en_GB
dc.identifier.doi10.1515/applirev-2016-2010
dc.identifier.urihttp://hdl.handle.net/10871/23411
dc.language.isoenen_GB
dc.publisherDe Gruyteren_GB
dc.rights.embargoreasonPublisher Policyen_GB
dc.subjectcritical pedagogyen_GB
dc.subjectlanguage learningen_GB
dc.subjectmultilingualismen_GB
dc.subjectbilingualismen_GB
dc.subjectreflective practiceen_GB
dc.titleThe multilingual turn as a critical movement in education: assumptions, challenges and a need for reflectionen_GB
dc.typeArticleen_GB
dc.identifier.issn1868-6303
dc.descriptionThis is the author accepted manuscript. The final version is available from the publisher via the DOI in this record.en_GB
dc.descriptionAvailable online 23/08/16 (ahead of print)en_GB
dc.identifier.journalApplied Linguistics Reviewen_GB


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