Autorentext

Larissa Aronin is an Associate Professor at the Oranim Academic College of Education, Israel. She has published in a range of international journals on a wide array of topics connected with multilingualism. She has served two terms as a Board Member of the International Association of Multilingualism and is as an Editorial Board member of a number of peer-reviewed journals. Her most recent co-edited books are Twelve Lectures on Multilingualism (2019, Multilingual Matters) and The Material Culture of Multilingualism (2018, Springer).

Eva Vetter is a Professor at the University of Vienna, Austria. She has published on multilingualism (linguistic minorities, historical multilingualism, language policy and language teaching and learning. She is particularly interested in equity in education. Her most recent co-edited book is Current International Research on Multilingualism
together with Ulrike Jessner (2019, Springer). She is currently the co-editor of the International Journal of Multilingualism (together with Danuta Gabrys-Barker).

Klappentext

This volume is an important instalment in the rapidly expanding literature on multilingualism in education and language teaching. Within multilingual studies the volume is highly innovative in its application of the concept, theory and perspectives of the Dominant Language Constellations (DLC). The volume reports original research on language education policy and practice which address contemporary DLC-informed multilingualism within family settings and institutional domains such as teacher education, primary and secondary schooling, and higher education. Deploying the DLC concept as an analytical and conceptual category the chapters explore both personal and institutional life of multilingualism, enriched through visualizations. Specific chapters examine issues connected to career opportunities of adults of refugee background in Norway, multilingual transnational couples, and language teacher preparation in settings as diverse as Austria, Canada, Finland, Iceland, Israel, and the Basque Country and Catalonia in Spain.

This volume is of direct relevance to coursework students and researchers pursuing programs in education, linguistics, applied linguistics, sociolinguistics and multilingualism, but will also attract interest in disciplines such as social work and psychology. Additionally the volume will appeal to members of the general public wishing to acquaint themselves with current research and thinking on critical issues in multilingual studies, such as learning experiences within and beyond classrooms, and aspects of public policy and institutional decision-making processes.

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