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This book examines the educational gaps that multilingual students in rural communities experience. It argues that responsive, successful relationships between schools and multilingual families are a crucial aspect of all educators' work and that no single strategy will work for all families. Rural multilingual family engagement involves building meaningful partnerships and relational trust, based on significant knowledge of families' cultures and language repertoires. Educators can reframe their work by learning from families and building on the strengths of multilingual families, which are too-often overlooked in school policies and educator practices. This is the first book to focus specifically on rural school settings. However, the conceptual framework of equity and linguistically responsive pedagogy are applicable across settings for educators who wish to support their multilingual students and families.

This book addresses the ways in which languages education around the world has changed in recent years to recognise and reflect the increasing phenomenon of societal multilingualism. It examines the implications for research, theory, policy and practice.

In multilingual societies, codeswitching is a daily occurrence, yet the use of students' 1st language in the EFL classroom has been discouraged. This volume examines current theoretical work on codeswitching and the convergence and divergence between university language teachers' beliefs about codeswitching and their classroom practice.

This book explores subordinated vernacular languages in the context of African, Caribbean and US educational landscapes, highlighting the social cost of linguistic exceptionalism in these areas. It examines contravening movements towards forms of linguistic diversity and offers a comprehensive approach to language awareness in educative settings.

This ethnographic study is the first in depth study of the literacy practices associated with the religion of Islam as they are shaped, lived and experienced within a typical Muslim community in the United Kingdom. It seeks to counterbalance prevailing views on such practices which have often been misrepresented and misunderstood.

This ethnographic study is the first in depth study of the literacy practices associated with the religion of Islam as they are shaped, lived and experienced within a typical Muslim community in the United Kingdom. It seeks to counterbalance prevailing views on such practices which have often been misrepresented and misunderstood.

This book explores the development of the first cohort of students to complete a new Bachelor of Education in English language teaching in the United Arab Emirates, theorizing the students' learning to teach in terms of the discursive construction of a teaching identity within an evolving community of practice.