Mobilizing Multilingual Identities

This book draws together leading international scholars in applied linguistics, sociolinguistics, and language teacher education to explore language policy, teaching, and learning approaches that foreground the learning needs and changing identities of multilingual language learners. The edited collection asks and answers the question: How do we best mobilize learners' multilingual identities in language policy, teaching, and learning? Through their reflections, illustrations of professional work, and research, contributors illuminate useful connections among language education policies, language learning and teaching, and the changing identities of multilingual language learners, along with their implications for teacher education and professional development. With a global focus on language policy and teaching, the book: - examines the mobilization of multilingual language learner identities as central participants in the policy-learning-identity nexus - that is, who they are and who they become - brings attention to disparities among planned language-in-education policies, their implementation, and their perceived and real outcomes in multiple geopolitical contexts - reports on the (un)intended teaching and learning (and teacher education) practices at the micro level that stem from policy decisions made at the top-down meso/macro-levels - suggests implications for language teacher education programs and practices This text is essential for graduate students in applied linguistics, language teaching and learning; teacher educators working in language education institutions; as well as policy makers working in language and global education.

Gary Barkhuizen is Professor of Applied Linguistics at the University of Auckland, New Zealand. Mi Yung Park is Associate Professor of Asian Studies at the University of Auckland, New Zealand. Stephen May is Professor of Education at the University of Auckland, New Zealand.

Introduction Section 1: Mobilizing multilingual identities in language policy 1. Multilingual identities and Global Storybooks: Addressing the access paradox 2. Opening ideological and implementational language policy spaces as scalar innovation 3. "A natural and inherent right": Mobilizing Indigenous language movements and the praxis of educational sovereignty 4. Affect as method: Mobilizing subjectivities for a politics of refusal 5. Individual language policies in contact: The illuminating experiences of Najat El Hachmi Section 2: Mobilizing multilingual identities in language education 6. Translanguaging and flows: An intellectual journey unfolding 7. Positive identity practices through flexible multilingual approaches 8. Understanding minoritized Korean children's language learning and multilingual identity construction at the macro, meso, and micro levels 9. Online identities, digital literacies, and the negotiation of multimodal resources 10. Heritage language education and identity: Status, challenges, and perspectives Section 3: Mobilizing multilingual identities in teacher education and professional development 11. Mobilizing language teacher identity to contest linguicism in US teacher education 12. Language policy, educational equity, and the erasure of bilingualism in dual language education in the US 13. The TLESSS project: A linguistic and cultural otherwise for Latinx bilingual teachers in the U.S. Midwest 14. Building pilina in the language classroom: Learning Hawaiian in connection with Pidgin 15. Indigenizing teacher education through teaching and learning te reo Maori Coda 16. Mobility, multilingualism and history