Multilingualism, Identity and Interculturality in Education

This book brings together research on multilingualism, identity and intercultural understanding from a range of locations across the globe to explore the intersection of these key ideas in education. It addresses the need to better understand how multilingual, identity, and intercultural approaches intersect for multilingual learners in complex and varied settings. Through global examples, it explores how identities and multilingualism are situated within, and surrounding intercultural experiences. This book examines the different theoretical interpretations as encountered and used in different contexts. By doing so, it helps readers better understand how teachers approach multilingualism and diversity in a range of contexts.

"This landmark volume challenges us to engage personally with the real-life situations of people's experience, in the intersection between their multilingualism, their identity and their intercultural understanding. The exploration of this intersection in different global contexts breaks new ground in research and theory. I am excited by the many new implications and rich learning that this work will support, in education. The volume displays indepth understanding of its three key concepts and it proposes stimulating new ideas of the relationship between them. With its capacity to change perceptions and understanding, it needs to be required reading on many university reading lists!"

Dr Robyn Moloney

Honorary Senior Lecturer, Macquarie University

Moloney, R., Lobytsyna, M., DeNobile, J. (2022) Interculturality in Schools: Practice and Theory. Routledge Moloney, R., and Mansour, S. (2022) Language and Spirit: exploring languages, religions and spirituality in Australia today. Palgrave Macmillan.

Auteur

Dr Ruth Fielding is a SENIOR LECTURER at Monash University, Australia, and her research focuses on multilingualism, language education and identity. Ruth began her career as a secondary school teacher of French and German, before undertaking a PhD which focused on multilingualism and identity negotiation. Ruth was awarded the Michael Clyne Prize for her thesis in 2010, jointly awarded by the Applied Linguistics Association of Australia (ALAA) and the Australian Linguistics Society (ALS). Ruth's research and professional work centers around a program of research which explores bilingual/multilingual identity, language teacher education, pedagogy and assessment in language learning and teaching, and intercultural approaches in languages education. Ruth's research program seeks to transform teaching and learning through shifting approaches to languages. She works with teachers to understand how identity and intercultural understanding are interwoven in language education. Herresearch also seeks to understand how education in super-diverse cities takes place to further develop education for diversity and inclusion. Her research has appeared in several journals and in a number of edited volumes. She is also an advisor and consultant to educational organisations in Australia, advising on languages and multilingual issues.