Mainstreaming Multilingualism in Education : An Eight-D’s Framework
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2022Metadata
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Original version
Ibrahim, N. (2022). Mainstreaming Multilingualism in Education: An Eight-D’s Framework. In A. Krulatz, G. Neokleous & A. Dahl (Eds.), Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings: Pedagogical Implications (pp. 30-46). Multilingual Matters. doi: 10.21832/9781788926423-007Abstract
This chapter argues for a reconceptualization of language education where linguistically responsive teaching and learning cut across disciplines, language barriers, and educational models. Societies in the 21st century have experienced an unprecedented influx of people from diverse cultural and linguistic backgrounds as a result of globalization. In view of these developments, policy makers, educational professionals, and university researchers are obliged to re-examine the monolingual view of education and create language- and identity-safe equitable learning spaces. This chapter offers a concrete framework for demonolingualizing education in order to mainstream multilingualism in education and thus acknowledge and value learners’ multilingual voices. Mainstreaming Multilingualism in Education: An Eight-D’s Framework
Description
Author's accepted version (postprint). This is an Accepted Manuscript of a book chapter published by Multilingual Matters in 2022. Available online: https://www.degruyter.com/document/doi/10.21832/9781788926423-007/html