Nurturing critical multilingual awareness with pre-service (pre)primary teachers through an interdisciplinary, project-based approach

References

• Anderson, J. (1991). The potential of Language Awareness as a focus for cross-curricular work in the secondary school. In C. James & P. Garrett (eds.), Language Awareness in the Classroom. (pp. 133–139). Longman.
   Google Scholar
• Acquah, E. O., & Commins, N. L. (2013). Pre-service teachers’ beliefs and knowledge about multiculturalism. European Journal of Teacher Education, 36(4), 445–463. https://doi.org/10.1080/02619768.2013.787593
   Web of Science ®Google Scholar
• August, D., & Shanahan, T. (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Centre for Applied Linguistics.
   Google Scholar
• Birot-Freyburger, S. (2020). Recognising parents as resources. In L. Mary, A.-B. Krüger, & A. Young (2021). Migration, Multilingualism and Education: Critical perspectives on inclusion. (167–168). Multilingual Matters.
   Google Scholar
• Birot-Freyburger, S., Mary, L., & Young, A. (2018). Regards croisés sur des pratiques professionnelles dans une classe de petite section multilingue. pp.147–166, In Greta Komur-Thilloy et Sladjana Djordjevic Eds.), L'école, ses enfants et ses langues., Editions Orizons.
   Google Scholar
• Conteh, J., & Meier, G. (2014). The Multilingual Turn in Languages Education: Opportunities and Challenges. Multilingual Matters.
   Google Scholar
• Conteh, J. (2015). ‘Funds of knowledge’ for achievement and success: Multilingual pedagogies for mainstream primary classrooms. In C.J. Jenks & P. Seedhouse (eds.) International perspectives on ELT classroom interaction. (49–63). Palgrave Macmillan.
   Google Scholar
• Cummins, J. (2019). Should schools undermine or sustain multilingualism? An analysis of theory, research, and pedagogical practice. Sustainable Multilingualism, 15(1), 1–26. https://doi.org/10.2478/sm-2019-0011
   Google Scholar
• Dalsheimer-Van Der Tol, N., & Murat, F. (2011). Les parents et l’école en France et en Europe. Éducation et Formations, 79, 80–94.
   Google Scholar
• David, S. S., Shepard-Carey, L., Swearingen, A. J., Hemsath, D. J., & Heo, S. (2021). Entry points and trajectories: Teachers learning and doing translanguaging pedagogy. TESOL Journal, e603(1), 1–17. https://doi.org/10.1002/tesj.603
   Google Scholar
• Dolby, N. (2012). Rethinking Multicultural Education for the Next Generation. Routledge.
   Google Scholar
• Fairclough, N. (1990). Critical language awareness. Longman.
   Google Scholar
• Fitzsimmons-Doolan, S., Palmer, D., & Henderson, K. (2017). Educator language ideologies and a top-down dual language program. International Journal of Bilingual Education and Bilingualism, 20(6), 704–721. https://doi.org/10.1080/13670050.2015.1071776
   Web of Science ®Google Scholar
• Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us?. In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, and M. Zeidner (Eds.), APA educational psychology handbook: Individual differences and cultural and contextual factors. (Vol. 2, pp. 471–499). American Psychological Association.
   Google Scholar
• García, O. (2009). Education, multilingualism and translanguaging in the 21st century. Social justice through multilingual education. Multilingual Matters.
   Google Scholar
• García, O., et al. (2017). Critical Multilingual Language Awareness and Teacher Education. In J. Cenoz (eds.), Language Awareness and Multilingualism, Encyclopedia of Language and Education.
   Google Scholar
• García, O., Johnson, S. I., & Seltzer, K. (2017). The Translanguaging Classroom: Leveraging PSTbilingualism for learning. Caslon.
   Google Scholar
• Garmon, M. A. (2004). Changing Preservice Teachers’ Attitudes/Beliefs About Diversity What are the Critical Factors? Journal of Teacher Education, 55(3), 201–213. https://doi.org/10.1177/0022487104263080
   Web of Science ®Google Scholar
• Gay, G. (2010). Classroom practices for teaching diversity: An example from Washington State (United States). In T. Burns & V. Shadoian-Gersing (Eds.), Educating Teachers for Diversity: Meeting the Challenge., (pp.257–279). OECD.
   Google Scholar
• Garrity, S., Aquino-Sterling, C. R., & Day, A. (2015). Translanguaging in an Infant Classroom: Using Multiple Languages to Make Meaning. International Multilingual Research Journal, 9(3), 177–196. https://doi.org/10.1080/19313152.2015.1048542
   Web of Science ®Google Scholar
• Genesee, F., Lindholm-Leary, K., Saunders, W. L., & Christian, D. (2006). Educating English language learners: A synthesis of research evidence. Cambridge University Press.
   Google Scholar
• Gogolin, I. (2008). Der monolinguale Habitus der multilingualen Schule. (2nd ed. ed. Vol. 101). Waxmann.
   Google Scholar
• González, N., Moll, L. C., & Amanti, C. (2005). Funds of Knowledge: Theorising Practices in Households, Communities and Classrooms., Laurence Erlbaum Associates.
   Google Scholar
• Hache, C. & Mendonça Dias, C. (eds.) (2022). Plurilinguisme et enseignement des mathématiques., Limoges.
   Google Scholar
• Hawkins, E. W. (1984). Awareness of Language: An introduction. Cambridge University Press.
   Google Scholar
• Hélot, C. (2018). A critical approach to language awareness in France: Learning to live with Babel. In C. Hélot, C. Frijns, K. Van Gorp & S. Sierens (eds.), Language Awareness in Multilingual Classrooms in Europe: From Theory to Practice. (pp. 117–142). De Gruyter Mouton. https://doi.org/10.1515/9781501501326-004
   Google Scholar
• Héran, F., Filhon, A., & Deprez, C. (2002). La dynamique des langues en France au fil du XXe siècle. Population & Sociétés, N° 376(2), 1–4. https://doi.org/10.3917/popsoc.376.0001
   Google Scholar
• Horan, D. A., & Hersi, A. A. (2011). Preparing for diversity: The alternatives to ‘linguistic coursework’ for student teachers in the USA. In S. Ellis & E. McCartney (Eds.), Applied Linguistics and Primary School Teaching. (pp. 44–52). Cambridge University Press.
   Google Scholar
• Kim, S., & Song, K. H. (2019). Designing a community translanguaging space within a family literacy project. The Reading Teacher, 73(3), 267–279. https://doi.org/10.1002/trtr.1820
   Web of Science ®Google Scholar
• Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education. Theory into Practice, 52(2), 98–109. https://doi.org/10.1080/00405841.2013.770327
   Web of Science ®Google Scholar
• Mary, L., & Young, A. S. (2017a). Engaging with emergent bilinguals and their families in the pre-­primary classroom to foster well-being, learning and inclusion. Language and Intercultural Communication, volume17(4), 455–473. Issuehttps://doi.org/10.1080/14708477.2017.1368147
   Web of Science ®Google Scholar
• Mary, L., & Young, A. (2017b). From silencing to translanguaging: Turning the tide to support emergent bilinguals in transition from home to pre-school. pp.108–128, In BethAnne Paulsrud, Jenny Rosén, Boglarka Straszer, Asa Wedin (eds.), New Perspectives on Translanguaging and Education., Multilingual Matters.
   Google Scholar
• Mary, L., & Young, A. (2018). Black, blanc, beur”: The challenges and opportunities for developing teacher language awareness in the French educational context. In C. Hélot, C. Frijns, K. Van Gorp, & S. Sierens (eds.) Language awareness in multilingual classrooms in Europe: From theory to practice (Contributions to the Sociology of Language 109). De Gruyter Mouton.
   Google Scholar
• Mary, L., & Young, A. (2020a). Teachers’ beliefs and attitudes towards home language maintenance and their effects. pp. 444–463 in Schalley, A.C. & Eisenchlas, S.A. (eds.), Handbook of Home Language Maintenance and Development. Social and Affective Factors. Handbooks of Applied Linguistics (HAL). 18, De Gruyter Mouton.
   Google Scholar
• Mary, L., & Young, A. (2020b). The Role of Multi-Media in Expanding Pre-Service Teachers’ Understanding of Culturally and Linguistically Diverse Classrooms and Furthering Their Professional Identities. (pp. 630–648) in Management Association, I. (Eds.). Accessibility and Diversity in Education: Breakthroughs in Research and Practice. IGI Global. https://doi.org/10.4018/978-1-7998-1213-5 Reprint of MARY, L. & YOUNG, A. (2016) The Role of Multi-Media in Expanding Pre-Service Teachers Understanding of Culturally and Linguistically Diverse Classrooms and Furthering Their Professional Identities.
   Google Scholar
• Mary, L., Krüger A.B. & Young, A. (eds.) (2021). Migration, Multilingualism and Education: Critical Perspectives on Inclusion. Multilingual Matters.
   Google Scholar
• McAllister, G., & Irvine, J. J. (2002). The role of empathy in teaching culturally diverse students: A qualitative study of teachers’ beliefs. Journal of Teacher Education, 53(5), 433–443. https://doi.org/10.1177/002248702237397
   Web of Science ®Google Scholar
• Menken, K. (2008). English learners left behind: Standardized testing as language policy. Multilingual Matters.
   Google Scholar
• OECD. (2023). Equity and Inclusion in Education: Finding Strength through Diversity. OECD Publishing.
   Google Scholar
• OECD. (2019). Results from PISA 2018: France Country Note. Volume I-111.
   Google Scholar
• OECD. (2015). Immigrant Students at School: Easing the Journey towards Integration. OECD Reviews of Migrant Education., OECD Publishing. https://doi.org/10.1787/9789264249509-en
   Google Scholar
• Prasad, G., & Lory, M. P. (2020). Linguistic and cultural collaboration in schools: Reconciling majority and minoritized language users. Tesol Quarterly, 54(4), 797–822. https://doi.org/10.1002/tesq.560
   Web of Science ®Google Scholar
• Pohan, C. A. (1996). Preservice teachers’ beliefs about diversity: Uncovering factors leading to multicultural responsiveness. Equity & Excellence in Education, 29(3), 62–69. https://doi.org/10.1080/1066568960290310
   Google Scholar
• Rodriguez, G. M. (2013). Power and Agency in Education: Exploring the Pedagogical Dimensions of Funds of Knowledge. Review of Research in Education, 37(1), 87–120. Extraordinary Pedagogies for Working Within School Settings Serving Nondominant Students https://doi.org/10.3102/0091732X12462686
   Web of Science ®Google Scholar
• Shohamy, E. (2006). Imagined multilingual schools: How come we don’t deliver?. In O. García, T. Skutnabb-Kangas, & M. Torres-Guzmán (eds.), Imagining multilingual schools: Language in education and globalization. (pp. 171–183). Multilingual Matters.
   Google Scholar
• Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Center for Research on Education, Diversity and Excellence.
   Google Scholar
• van Lier, L. (1998). The relationship between consciousness, interaction and language learning. Language Awareness, 7(2-3), 128–145. https://doi.org/10.1080/09658419808667105
   Google Scholar
• Welply, O. (2017). ‘My language … I don’t know how to talk about it’: children’s views on language diversity in primary schools in France and England. Language and Intercultural Communication, 17(4), 437–454. https://doi.org/10.1080/14708477.2017.1368145
   Web of Science ®Google Scholar
• Young, A. S. (2014). Unpacking teachers’ language ideologies: Attitudes, beliefs and practiced language policies in schools in Alsace, France. Language Awareness, 23(1-2), 157–171. https://doi.org/10.1080/09658416.2013.863902
   Web of Science ®Google Scholar
• Young, A., & Mary, L. (2016). Dix ans d’expérimentation dans la formation pour une meilleure prise en compte de la diversité linguistique et culturelle des élèves: Enjeux, défis et réussites. Revue Les Carnets D’ateliers de Sociolinguistique (CAS), Diversité linguistique et culturelle à l‘école primaire: Accueil des élèves et formation des acteurs, 11, 169–189.
   Google Scholar
• Young, A., & Mary, L. (2009). Former les professeurs stagiaires à la diversité linguistique à l’école. Le Français aujourd’hui. N°164, Association française des enseignants de français, Armand Colin. (pp87–97). https://doi.org/10.3917/lfa.164.0087
   Google Scholar