This article tracks the emergence, maintenance, and evolution of a positive intercultural relationship between a multilingual international student from Vietnam and a monolingual local Australian student in their first year at university. The literature overwhelmingly suggests that in institutions where English is the language of instruction,…

Within the context of a monocultural and monolingual education system, this paper seeks to explore and compare the experiences of Cypriot and non-Cypriot pupils in Greek-Cypriot primary schools with culturally diverse pupil populations. The concept of multiculturalism has been introduced only very recently in Cyprus and there has been little…

In content and language integrated learning (CLIL), as in any other type of bilingual education, two languages are used to promote cognitive and language learning. Whereas in the bilingual classroom the two languages are always present, in CLIL they may appear together or be used in totally separate circumstances. Although the relationship between…

As a multicultural teacher educator, the author spends a lot of time talking about cultural and linguistic "difference." Doing this work in Iowa means that many of the students she talks with come from communities that, they say, have not prepared them to have this conversation. "Everyone was just like me," they claim.…

This paper discusses a teaching dilemma faced by mathematics teachers in the Malaysian Chinese primary schools in coping with the latest changes in language policy. In 2003, Malaysia launched a new language policy of teaching mathematics using English as the language of instruction in all schools. However, due to the complex sociocultural demands…

There has been an increasing interest in and hence a growing number of research studies on content and language integrated learning (CLIL) over the past two decades. One of the on-going debates in CLIL is on bilingualism versus monolingualism, or the role of the first language (L1) in subject teaching. So far, very few research projects have been…

In the era of globalisation, language-in-education policies continue to present challenges as policy-makers across the globe aim to balance the emphasis given to students' first language and the pressing need for students to be proficient in English as the global "lingua franca" [Hanna, P. (2011). Gaining global perspective: Educational…

Bilingual education is one of the fastest growing disciplines within applied linguistics. This book includes the work of 20 specialists working in various educational contexts across Europe, Latin America, and North America to create a volume which is both comprehensive in scope and multidimensional in its coverage of current bilingual…

Previous studies have highlighted early differences in bilinguals' rate of language acquisition in comparison with monolinguals. However, these differences seem to disappear with increasing age and exposure to the language, and do so quicker in dominant community languages than in minority status languages. This study aimed to replicate these…

Diversity--social, cultural, linguistic and ethnic--poses a challenge to all educational systems. Some authorities, schools and teachers look upon it as a problem, an obstacle to the achievement of national educational goals, while for others it offers new opportunities. Successive PISA reports have laid bare the relative lack of success in…

This article examines the reported language ideologies and family language policies of the parents of Cantonese-English bilinguals in the U.S. in relation to their children's achievement scores in Cantonese and English. We explore the relationships first by language of instruction. Results show children in bilingual classrooms scored higher than…

This paper explores how bilingual learners and teachers challenge the monolingual discourses prescribed in language education policy and models in pursuit of voice and agency in classroom interaction. Through an examination of observation, interview and classroom interaction data in selected coloured primary and secondary schools in Cape Town, the…

This volume brings together research carried out in a variety of geographic and linguistic contexts including Africa, Asia, Australia, Canada, the Caribbean, Europe and the United States and explores efforts to incorporate linguistic diversity into education and to "harness" this diversity for learners' benefit. It challenges the largely…

Background: Emergent bilingual Zulu-English speaking children in South Africa have spoken but no written proficiency in Zulu (L1), yet are required to learn to spell English (L2) via English-only literacy instruction. Little research exists on emergent bilingual's phonological awareness (PA) and spelling development, with no L1 formal literacy…

Although Germany has experienced net in-migration for the past five decades, this fact has only recently been officially acknowledged. Furthermore, Germany is marked by a general monolingual self-concept very much attached to the idea of a nation-state with one homogeneous language. However, in large urban areas of Germany about 35 per cent of the…