This volume focuses on the learning of host-country languages by migrants in Europe. It identifies, clarifies, and offers insights into issues and central questions related to the learning of host-country languages with an emphasis on adolescent and adult language learners in formal and informal settings. The book draws on data collected following the refugee 'crisis' in Europe of 2015-16, which led to dramatic increases in the number of migrants arriving in Europe.

Addresses core theoretical and practical questions of language education for migrants in Europe Details the state of research and practice of formal and informal language learning of migrants in Europe Provides insights from theory and empirical research about approaches to curriculum and teaching for migrants in Europe Offers real-world examples and implications for effective teaching practices in migrant language learning settings Encompasses secondary and adult education contexts in which migrants learn the host language

Autorentext
Glenn S. Levine is Professor of German at the University of California, Irvine. His research focuses on language learning of migrants in Europe, the role of the L1 in L2 learning and teaching, language use during study abroad, and theoretically and empirically informed approaches to language pedagogy and program direction. David Mallows is an Associate Professor in the Centre for Applied Linguistics at the UCL Institute of Education in London where he is the programme leader for the MA TESOL Pre-service. He has directed national and transnational research projects in adult literacy, language and numeracy, drawing on qualitative and quantitative methods, covering the workplace, teacher education, family literacy, language support and assessment.

Inhalt
Preface.- Introduction.- Part I: Language Socialisation.- Migrant Mothers' Stories of Learning Language in Everyday Life; Minna Intke Hernández.- How Can We Better Support Refugee Families in Scotland through an Ecological, Multilingual Approach to Language Learning? Sara Cox.- On having 'a language that is no language, really': Language ideological attributions in a Dutch as L2 classroom for asylum seekers; Massimiliano Spotti.- Teaching the Hegemonic Language: Between Enabling Violence and Paternalistic Benevolence; Alisha M.B. Heinemann.- Part II: System.- Language Learning of Migrants: Empirical Evidence from the German Integration Course System; Anke Grotlüschen, Jana Wienberg, and Gregor Dutz.- Germany's Integration Courses: Sociolinguistic Composition and Language Learning Outcomes; Ibrahim Cindark, David Huenlich & Michaela Perlmann.- On How Refugees Acquire German: The Case of the Integration Course in Germany; Nina Rother, Anna Wieczorek, Giuseppe Pietrantuono, Johannes Croisier, Andreea Baier, and Lars Ninke.- Part III: Language and the Curriculum.- New Migrants, New Challenges? Activating Multilingual Resources for Understanding Mathematics: Institutional and Interactional Requirements; Arne Krause, Jonas Wagner, Meryem Celikkol, Angelika Redder, and Susanne Prediger.- After the Big Wave: Language Learning of Refugee University Students in Germany; Sandra McGury.- Part IV: Practice.- Digital Literacy Practices in the Adult L2 Classroom: The Case of Basic Literacy Education in Swedish; Annika Norlund Shaswar.- 'Wie soll ich das Kind bewerten?' German Teachers between Standardization and Differentiation in the Assessment of Refugee Students: A Qualitative Study; Sílvia Melo-Pfeifer and Mara Thölkes.- Part V: Identity.- Religion, Identity and Investment in Adult Migrants' English Language Learning in the UK; Amina Al-Dhaif, Graham Hall, and Rola Naeb.- Lessons for Today from Successful Women: Adult-Refugee Background Women from the former Yugoslavia Narrate Their Language Learning Stories; Vesna Busic, Kirk P.H. Sullivan and Christian Waldmann.- 'Nothing Enters in The Brain': When Asylum Seekers Talk about Language Learning in Mental Health Consultations; Vanessa Piccoli. <p