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Multilingualism: A threat to public education or a resource in public education? – European histories and realities
7 references·16 citing·41 second hop
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(2013)Integrating translanguaging pedagogy into Italian primary schools: implications for language practices and children's empowerment (2020)Opening minds to translanguaging pedagogies (2020)Language Learning beyond English in the Netherlands: A fragile future? (2021)English Unassailable but Unattainable: The Dilemma of Language Policy in South African Education. (1999)Guide for the Development of Language Education Policies in Europe: From Linguistic Diversity to Plurilingual Education (2002)The "monolingual habitus" as the common feature in teaching in the language of the majority in different countries (2013)SLA and the Study of Equitable Multilingualism (2019)Linguistic diversity in a time of crisis: Language challenges of the COVID-19 pandemic (2020)The psychological damages of linguistic racism and international students in Australia (2020)
this work references cited by second hop

References

  • 1995Nations and nationalism since 1780 programme, myth, reality4,178 cited
  • 2008Der monolinguale Habitus der multilingualen Schule822 cited
  • 2016Linguistic Diversity and Social Justice708 cited
  • 2001English as economic value: facts and fallacies227 cited
  • 2011How many languages do we need?: the economics of linguistic diversity128 cited
  • 2018A holistic model for multilingualism in education96 cited
  • 2010The Janus face of monolingualism: a comparison of German and Australian language education policies87 cited

Cited by

  • 2023Bilingualism with minority languages: Why searching for unicorn language users does not move us forward41 cited
  • 2025Translanguaging within and across learning settings: A systematic review focused on multilingual children with a migration background engaged in content learning33 cited
  • 2022‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers29 cited
  • 2025FLP As prevention vs. FLP as reaction: exploring parents' perspectives and experiences of children's heritage language learning in Chinese-German families14 cited
  • 2024Segregation or Integration? German language support teachers’ beliefs about ‘ideal’ language support models in Austria12 cited
  • 2024Pre-service teachers’ agency to enact multilingual pedagogies: A longitudinal case study8 cited

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  • 2024Language as a distinguishing feature or common ground? A participatory study on manifestations of intergroup relations in the lived experiences of multilingual students.8 cited
  • 2023Multilingual pedagogies and digital technologies to support learning STEM in schools in France and Canada8 cited
  • 2024L3 English in the German secondary school context: longitudinal development of bilingual heritage speakers’ multilingual repertoire7 cited
  • 2023Translanguaging strategies in multilingual newly arrived students’ writing6 cited
  • 2023Negotiating Monolingual Official Language Policy at the Nexus of Locally Situated Language Practices and Dominant Language Ideologies in a Language Minority Context5 cited
  • 2024Pluralistic approaches in education: Educating for diversity through ‘Awakening to Languages’5 cited
  • 2023The impact of heritage language proficiency on English as an additional language: disentangling language and cognition5 cited
  • 2024Transculturation in Arabic literacy education within and beyond mainstream education in Norway and Sweden5 cited
  • 2024German language support in Austria: feasibility, effectiveness and legitimacy from the perspective of public administration4 cited
  • 2025Language proficiency and emotional wellbeing in multilingual adolescents: comparing majority, heritage and foreign language4 cited