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Intercultural Education Volume 22, 2011 - Issue 4: Intercultural Education: New Century, New Needs. Conceptual and Empirical Challenges; Guest Edited by Nektaria Palaiologou
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Part 2: Empirical studies

The relevance of multilingualism for teachers and immigrant parents in early childhood education and care in Germany and in France

Nathalie Thomauske Faculty of Education, University of Bielefeld, Bielefeld, Germany
Pages 327-336 | Published online: 05 Dec 2011

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Read on this site (3)

Elizabeth Pérez-Izaguirre, Gorka Roman & María Orcasitas-Vicandi. (2022) Immigrant minority languages and multilingual education in Europe: a literature review. International Journal of Multilingualism 0:0, pages 1-21.
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Latisha Mary & Andrea Young. (2018) Parents in the playground, headscarves in the school and an inspector taken hostage: exercising agency and challenging dominant deficit discourses in a multilingual pre-school in France. Language, Culture and Curriculum 31:3, pages 318-332.
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Andrea S. Young. (2014) Unpacking teachers’ language ideologies: attitudes, beliefs, and practiced language policies in schools in Alsace, France. Language Awareness 23:1-2, pages 157-171.
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Articles from other publishers (3)

Haley Flom & Andrea S. Young. (2022) Adrift between republican values and plurilingual policies: (pre)primary school teachers’ reported practiced language policies in Strasbourg. Multilingua 41:6, pages 663-688.
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Latisha Mary & Andrea Young. 2020. Accessibility and Diversity in Education. Accessibility and Diversity in Education 630 648 .
Latisha Mary & Andrea Young. 2016. Handbook of Research on Foreign Language Education in the Digital Age. Handbook of Research on Foreign Language Education in the Digital Age 296 314 .

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