Dominant Language Constellations Approach in Education and Language Acquisition by Aronin, Larissa; Vetter, Eva;

Long description:

This volume is an important instalment in the rapidly expanding literature on multilingualism in education and language teaching. Within multilingual studies the volume is highly innovative in its application of the concept, theory and perspectives of the Dominant Language Constellations (DLC). The volume reports original research on language education policy and practice which address contemporary DLC-informed multilingualism within family settings and institutional domains such as teacher education, primary and secondary schooling, and higher education. Deploying the DLC concept as an analytical and conceptual category the chapters explore both personal and institutional life of multilingualism, enriched through visualizations. Specific chapters examine issues connected to career opportunities of adults of refugee background in Norway, multilingual transnational couples, and language teacher preparation in settings as diverse as Austria, Canada, Finland, Iceland, Israel, and the Basque Country and Catalonia in Spain.

This volume is of direct relevance to coursework students and researchers pursuing programs in education, linguistics, applied linguistics, sociolinguistics and multilingualism, but will also attract interest in disciplines such as social work and psychology. Additionally the volume will appeal to members of the general public wishing to acquaint themselves with current research and thinking on critical issues in multilingual studies, such as learning experiences within and beyond classrooms, and aspects of public policy and institutional decision-making processes.

Table of Contents:

Part I: Dominant Language Constellations in Language Education Policy and Practice.- Chapter 1 Dominant Language Constellations in Education: Big Data, Patterns and Contexts.- Chapter 2 Language Education Policy through a DLC Lens: The Case of Urban Multilingualism.- Chapter 3 Embracing Multilingualism in Teacher Education in Finland? DLC as a Tool for Analysing the State of Multilingualism in Policy and Practice.- Chapter 4 Family Language Policy and Dominant Language Constellations: A Canadian Perspective.- Chapter 5 Promoting Plurilingual Competences in Primary Schools in Barcelona: A Dominant Language Constellation Approach to Teaching and Learning Languages.- Part II: Dominant Language Constellations and Identity.- Chapter 6 The Dominant Language Constellations of Immigrant Teacher Trainees in Israel: Russian, Hebrew and English.- Chapter 7 Educational and Career Opportunities for Refugee-Background Adults in Norway: A DLC Perspective.- Chapter 8 Exploring Identitiesand Life Stories of Multilingual Transnational Couples through the Lens of Multilinguality and Dominant Language Constellations.- Part III: Dominant Language Constellations through Visualization.-Chapter 9 Understanding Dominant Language Constellations through Analysis of Visual Linguistic Autobiographies by Foreign Language Student-Teachers in Germany.- Chapter 10 Languages as Ways of Being: The Linguistic Biography of a Nordic Nomad.