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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 addressing the needs of diverse school populations and helping children develop the competences they need to succeed in society. The book is divided into three parts that deal in turn with policy and its implications, pedagogical practice, and responses to the challenge of diversity that go beyond the language of schooling. This volume features the latest research from eight different countries, and will appeal to anyone involved in the educational integration of immigrant children and adolescents. Following a section on contributors and an introduction, this book contains the following: Part 1: (1) Language and Identity in Multilingual Schools: Constructing Evidence-based Instructional Policies (Jim Cummins); (2) English as an Additional Language: Symbolic Policy and Local Practices (Tracey Costley and Constant Leung); (3) Germany after the 'PISA Shock': Revisiting National, European and Multicultural Values in Curriculum and Policy Discourses (Daniel Faas); (4) Teaching English to Immigrant Students in Irish Post-primary Schools (Rachael Fionda); (5) Inclusion or Invasion? How Irish Post-primary Teachers View Newcomer Students in the Mainstream Classroom (Fiona Kearney); and (6) The Linguistic Challenges of Immigration: The Irish Higher Education Sector's Response (Bríd Ní Chonaill). Part 2: (7) Investigating the Development of Immigrant Pupils' English L2 Oral Skills in Irish Primary Schools (Bronagh C´atibušic); (8) Investigating the Linguistic Skills of Migrant Students in the German Vocational Education System (Patrick Grommes); (9) A Corpus-based Analysis of the Lexical Demands that Irish Post-primary Subject Textbooks Make on Immigrant Students (Stergiani Kostopoulou); and (10) Assessing the Impact of English Language Support Programme Materials on Post-primary Language Support and Mainstream Subject Classrooms in Ireland (Zachary Lyons). Part 3: (11) From English Language Support to Plurilingual Awareness (Déirdre Kirwan); (12) Language Diversity in Education: Evolving from Multilingual Education to Functional Multilingual Learning (Sven Sierens and Piet Van Avermaet); (13) Exploring the Use of Migrant Languages to Support Learning in Mainstream Classrooms in France (Nathalie Auger); (14) Linguistic Third Spaces in Education: Teachers' Translanguaging across the Bilingual Continuum (Nelson Flores and Ofelia García); (15) From 'Monolingual' Multilingual Classrooms to 'Multilingual' Multilingual Classrooms: Managing Cultural and Linguistic Diversity in the Nepali Educational System (Shelley K. Taylor); and (16) The Ecology of Mobile Phone Use in Wesbank, South Africa (Fie Velghe and Jan Blommaert). An index is included.

In this volume a range of authors from different international contexts argue that the notion of communicative competence in English, hitherto largely referenced to metropolitan native-speaker norms, has to be expanded to take account of diverse contexts of use for a variety of purposes. It also discusses the popular belief that language and literacy should simply be regarded as a technical 'skill' which confers universal benefits and that it should be replaced with a social practice view that recognises situated variations and diversity. This volume provides a reference point for extended research and practice in these areas that will be of interest to wide range of people engaged in language and literacy education. Contents include: (1) Introduction: English in the Curriculum--Norms and Practices (Constant Leung and Brian Street); (2) What Counts as English? (Mastin Prinsloo); (3) The Rise and Rise of English: The Politics of Bilingual Education in Australia's Remote Indigenous Schools (Ilana Snyder and Denise Beale); (4) (Re)Writing English: Putting English in Translation (Bruce Horner and Min Lu); (5) Multilingual and Multimodal Resources in Genre-based Pedagogical Approaches to L2 English Content Classrooms (Angel Lin); (6) Multimodal Literacies and Assessment: Uncharted Challenges in the English Classroom (Heather Lotherington and Natalia Sinitskaya Ronda); (7) Beyond Labels and Categories in English Language Teaching: Critical Reflections on Popular Conceptualizations (Martin Dewey); (8) Concluding Remarks (Constant Leung and Brian Street); and (9) Index.

This book analyzes the system-wide provision of English-as-a-Second Language (ESL) services in Australia, Canada, and England suggests that a truly responsive educational vision is lacking. They find government policies to be inadequate; educational practices for ESL students to be either underdeveloped or poorly coordinated with practices for other students; and the rhetoric of reform failing to address issues of teaching and resources. The book is divided into three parts of four chapters each. Part one, "Australia," includes the following: "ESL in Australian Schools: from the Margins to the Mainstream" (Chris Davison); "Current Policies, Programs, and Practices in School ESL" (Chris Davison); "Integrating Language and Content: Unresolved Issues" (Chris Davison, Alan Williams); and "Identity and Ideology: The Problem of Defining and Defending ESL-ness" (Chris Davison). Part two, "Canada," is made up of the following: "ESL in British Columbia" (Mary Ashworth); "The Second Language as a Medium for Learning" (Bernard Mohan); "Knowledge Framework and Classroom Action" (Gloria Tang); "Implementation of the Vancouver School Board's ESL Initiatives" (Margaret Early, Hugh Hooper). Part three, "England," includes "England: ESL in the Early Days" (Constant Leung, Charlotte Franson); "Mainstreaming: ESL as a Diffused Curriculum Concern" (Constant Leung, Charlotte Franson); "Evaluation of Content-Language in the Mainstream Classroom" (Constant Leung, Charlotte Franson); and "Curriculum Identity and Professional Development: System-Wide Questions" (Constant Leung, Charlotte Franson). A name and general index are appended. (Contains 456 references.) (KFT)

This volume highlights the language and learning needs of pupils with English as an additional language in the United Kingdom. It includes chapters by British teachers and researchers working in this field. The book addresses a number of issues of interest to practitioners, scholars, teacher educators, and policy makers. Each chapter is prefaced by a brief statement that seeks to locate the discussion in the context of contemporary developments. Chapter titles include the following: "Bilingual Learners: Reading and Literature Within National Curriculum English" (Lorraine Dawes and Dimitra Poli); "Romantic Bilingualism: Time for a Change?" (Roxy Harris); "Language Content and Learning Process In Curriculum Tasks" (Constant Leung); "Key Issues in Assessing Progression in English as an Additional Language" (Lynne Cameron, Martin Bygate); "Special Education Needs and Language Proficiency" (Tony Cline); "Bilingual Children in the Pre-School Years: Desirable Outcomes for Learning?" (Rose Drury); "The Continuing Revolution: Teaching as Learning in the Mainstream Multilingual Classroom" (Jill Bourne). References are included at the end of each chapter. (KFT)

This book takes the position that education in Hong Kong under British rule has been characterized by inequalities, privileges, patronage, discrimination, archaic hierarchies, inadequate planning, and emphasis on quantity over quality. With this colonial heritage and burden, Hong Kong prepares to join China in 1997. Although education in Hong Kong carries many burdens from the past, it also has transformative power for the future through the training of leaders, the promotion of Hong Kong Chinese cultural identity, and the socialization of a new citizenry for Hong Kong as part of the People's Republic of China. The 13 essays in this collection explore education in Hong Kong as a legacy of the past and force for the future. The first part of the collection provides an overview of Hong Kong education in its social context. Part 2, "Education and Politics," considers the political dimensions of change and education. Part 3 explores education and social stratification in Hong Kong, and Part 4 discusses two major educational issues for the former colony: the language of education and the emigration of talented individuals. In Part 5, various aspects of education in Hong Kong and in the People's Republic are compared and contrasted. Appendixes present schematics explaining the educational system of Hong Kong and its policymaking and administrative bodies, a chronological framework of the educational systems and of important documents regarding Hong Kong's education, and a comparison of the educational systems of the People's Republic of China and Hong Kong. (Contains 20 tables and 392 references.) (SLD)