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<p>Chapter 1. Mapping the Terrain.- Chapter 2. Connecting Students to a Sense of Place: Reviving Hawaii.- Chapter 3. To Square the Particular with the Global: The Aga Khan Academy Mombasa.- Chapter 4. Dynamic Multilingualism in International Schools: German European School, Singapore.- Chapter 5. From One to Many: Bilingual Education in a Monolingual Context, Europa School.- Chapter 6. Moving from “English only” to Multilingual-Empowered: The British School of Amsterdam.- Chapter 7. The Path Less Travelled.</p>

<div></div><div><div><b>Jane Spiro</b> is Reader in Education and TESOL at Oxford Brookes University, UK. She has run projects for the development of international teachers and learners of English in four continents of the world.   She has published widely on TESOL methodologies, teacher reflection, internationalisation and learner creativity.</div><div><br/></div><div><b>Eowyn Crisfield</b> is a specialist in bilingualism and education.  She works to bridge the divide between research and practice, supporting whole school communities to embed languages across the curriculum, and to develop policy and practices that empower language diversity. </div></div><br/>

This book presents case studies of five schools engaged in radical change in order to engage with children’s home languages and cultures in a more multilingual and inclusive way. Located around the globe, from Hawaii to Kenya, the case studies are informed by both researchers and professionals on the ground. While the schools in question are each anchored in a unique context and situation, they also have a common mission to see language diversity as a resource, and a responsibility to embrace all the languages of their pupils. The authors offer a rich resource for education professionals and policymakers, including not only theoretical insights but useful practical tips. This innovative volume will be a helpful resource for educational professionals interested in following a path of multilingualism as well as students and scholars of second language acquisition, heritage languages and cultures and multilingual educational policy. <div><br/></div><div><div><b>Jane Spiro</b> is Reader in Education and TESOL at Oxford Brookes University, UK. She has run projects for the development of international teachers and learners of English in four continents of the world.   She has published widely on TESOL methodologies, teacher reflection, internationalisation and learner creativity.</div><div><br/></div><div><b>Eowyn Crisfield</b> is a specialist in bilingualism and education.  She works to bridge the divide between research and practice, supporting whole school communities to embed languages across the curriculum, and to develop policy and practices that empower language diversity. </div><div><br/></div></div>

Provides both global and local perspectives on the empowerment of learning local/first/heritage languages and cultures in schools Demonstrates the possibility of shifting the balance of power of the dominant language and culture in schools to empower first languages, indigenous languages, and local culture Explores potential impact on policy and practice by looking at the way these changes impact on children, teachers, schools, and their communities

<div>Provides both global and local perspectives on the empowerment of learning local/first/heritage languages and cultures in schools</div><div><br/></div><div>Demonstrates the possibility of shifting the balance of power of the dominant language and culture in schools to empower first languages, indigenous languages, and local culture</div><div><br/></div><div>Explores potential impact on policy and practice by looking at the way these changes impact on children, teachers, schools, and their communities</div>