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This book offers a variety of theoretical and empirical foundations regarding the development of plurilingual literacy practices in primary school contexts around Europe. It presents a range of concepts related to multilingual education and multilingual teacher education, such as pluriliteracy, identity, the pluralistic approaches (namely intercomprehension and «éveil aux langues») and translanguaging in pedagogy. From an empirical perspective, the authors present and discuss suggestions regarding the integration of multilingual activities in the classroom and in teaching education programs.
Christian Helmchen studied English, Spanish and pedagogy. He worked as a lecturer for German as a foreign language at the Universidad Nacional Autónoma de México before becoming a lecturer and research assistant in the Department of Education at the University of Hamburg (Germany). Sílvia Melo-Pfeifer studied French and Portuguese Teacher Education at the University of Aveiro (Portugal). She is Associate Professor in the Department of Education at the University of Hamburg (Germany).
Development of plurilingual literacy practices at primary school - Multilingualism and plurilingualism at school - Reading in multilingual and multimodal environments - Identity and teacher education - Plurilingual competence - Teacher education for plurilingualism and interculturalism at school - Pluralistic approaches to languages and cultures
