Skip to main content
SpringerLink
Log in

Critical Multilingual Language Awareness and Teacher Education

  • Living reference work entry
  • Latest version View entry history
  • First Online:
Language Awareness and Multilingualism

Part of the book series: Encyclopedia of Language and Education ((ELE))

Abstract

This chapter shifts the focus from the study of Language Awareness to what we are calling here Critical Multilingual Awareness. We propose ways in which teachers can be made not only to recognize the linguistic diversity of children and communities, but also to question the concept of language itself, as legitimized in schools. In understanding that national named languages and academic language have been socially constructed, teachers become empowered to become social activists so that all students are educated equitably.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

References

  • Andrews, S. J. (1999). Why do L2 teachers need to “know about language”?: Teacher metalinguistic awareness and input for learning. Language and Education, 13(3), 161–177.

    Article  Google Scholar 

  • Andrews, S. J. (2001). The language awareness of the L2 teacher: Its impact upon pedagogical practice. Language Awareness, 10(2&3), 75–90.

    Article  Google Scholar 

  • Association for Language Awareness (ALA). http://www.lexically.net/ala/la_defined.htm. Accessed 28 Oct 2005.

  • Bolitho, R., & Tomlinson, B. (1980). Discover English. London: George Allen and Unwin.

    Google Scholar 

  • Candelier, M. (Ed.). (2003). Evlang – l’éveil aux langues à l’école primaire – Bilan d’une innovation européenne. Bruxelles: De Boek/Ducolot.

    Google Scholar 

  • Carini, P. (2000). Prospect’s descriptive processes. In M. Himley & P. Carini (Eds.), From another angle: Children’s strengths and school standards. The Prospect Center’s descriptive review of the child. New York: Teachers College Press.

    Google Scholar 

  • Clark, R., Fairclough, N., Ivanič, R., & Martin-Jones, M. (1990). Critical language awareness. Part I: A critical review of three current approaches to language awareness. Language and Education, 4(4), 249–260.

    Article  Google Scholar 

  • Clark, R., Fairclough, N., Ivanič, R., & Martin-Jones, M. (1991). Critical language awareness. Part II: Towards critical alternatives. Language and Education, 5(1), 41–54.

    Article  Google Scholar 

  • Council of Europe. (2003). Guide for the development of language education policies in Europe – From linguistic diversity to plurilingual education – Main version. Strasbourg: Council of Europe.

    Google Scholar 

  • Cummins, J. (2006). Identity texts: The imaginative construction of self through multiliteracies pedagogy. In O. García, T. Skutnabb-Kangas, & M. Torres-Guzmán (Eds.), Imagining multilingual schools: Language in education and globalization. Clevedon: Multilingual Matters.

    Google Scholar 

  • Edge, J. (1988). Applying linguistics in English language teacher training for speakers of other languages. ELT Journal, 42(1), 9–13.

    Article  Google Scholar 

  • Fairclough, N. (Ed.). (1990). Critical language awareness. London: Longman.

    Google Scholar 

  • Fishman, J. A. (1965). Who speaks what language to whom and when? La Linguistique, 2, 67–88.

    Google Scholar 

  • Freire, P. (1973). Pedagogy of the oppressed (Rev ed., trans: Bergman Ramos M. B.). New York: Continuum.

    Google Scholar 

  • García, O. (2009). Bilingual education in the 21st century. A global perspective. Malden: Wiley.

    Google Scholar 

  • García, O., & Menken, K. (2015). Cultivating an ecology of multilingualism in schools. In B. Spolsky, O. Inbar, & M. Tannenbaum (Eds.), Challenges for language education and policy: Making space for people (pp. 95–108). New York: Routledge.

    Google Scholar 

  • García, O., & Sánchez, M. (2015). Transforming schools with emergent bilinguals: The CUNY-NYSIEB project. In I. Dirim, I. Gogolin, D. Knorr, M. Krüger-Potratz, D. Lengyel, H. Reich, & W. Weiße (Eds.), Intercultural education: Festchrift for Ulla Neumann (pp. 80–94). Berlin/Germany: Waxmann-Verlag.

    Google Scholar 

  • García, O., & Traugh, C. (2002). Using descriptive inquiry to transform the education of linguistically diverse U.S. teachers and students. In Li Wei, J.-M. Dewaele, & A. Housen (Eds.), Opportunities and challenges of (societal) bilingualism (pp. 311–328). Berlin/New York: Walter de Gruyter.

    Google Scholar 

  • García, O., Johnson, S. & Seltzer, K. (2017). The Translanguaging classroom. Leveraging student bilingualism for learning. Philadelphia: Caslon.

    Google Scholar 

  • García, O., & Kleyn, T. (Eds.). (2016). Translanguaging with multilingual students. New York and London: Routledge.

    Google Scholar 

  • García, O., & Li Wei, (2014). Translanguaging: Language, bilingualism and education. New York: Palgrave Macmillan.

    Book  Google Scholar 

  • Gorter, D. (2013). Linguistic landscapes in a multilingual world. Annual Review of Applied Linguistics, 33, 190–212.

    Article  Google Scholar 

  • Greene, M. (1995). Releasing the imagination. San Francisco: Jossey-Bass Publishers.

    Google Scholar 

  • Hawkins, E. (1984). Awareness of language: An introduction. Cambridge: Cambridge University Press.

    Google Scholar 

  • Hélot, C. (2014). Rethinking bilingual pedagogy in Alsace: Translingual writers and translanguaging. In A. Blackledge & A. Creese (Eds.), Heteroglossia as practice and pedagogy (pp. 217–238). New York: Springer.

    Google Scholar 

  • Hélot, C., & Young, A. (2006). Imagining multilingual education in France: A language and cultural awareness project at primary school. In O. García, T. Skutnabb-Kangas, & M. E. Torres-Guzmán (Eds.), Imagining mutilingual schools. Languages in education and globalization (pp. 69–90). Clevedon: Multilingual Matters.

    Google Scholar 

  • Himley, M., & Carini, P. (Eds.). (2000). From another angle: Children’s strengths and school standards. The Prospect Center’s descriptive review of the child. New York: Teachers College Press.

    Google Scholar 

  • Li Wei, (2014). Who’s teaching whom? Co-learning in multilingual classrooms. In S. May (Ed.), The multilingual turn (pp. 167–190). New York: Routledge.

    Google Scholar 

  • May, S. (Ed.). (2014). The multilingual turn. New York: Routledge.

    Google Scholar 

  • Moll, L. C., & González, N. (1997). Teachers as social scientists: Learning about culture from household research. In P. M. Hall (Ed.), Race, ethnicity and multiculturalism: Policy and practice (pp. 89–114). New York: Garland.

    Google Scholar 

  • National Congress on Languages in Education (NCLE). 1985. Language awareness. Centre for Information on Language Teaching and Research. London: United Kingdom.

    Google Scholar 

  • Perregaux, C. (1995). L’école, espace plurilingue. Lidil, 11, 125–139.

    Google Scholar 

  • Shohamy, E. (2006). Imagined multilingual schools: How come we don’t deliver? In O. García, T. Skutnabb-Kangas, & M. Torres-Guzmán (Eds.), Imagining multilingual schools: Language in education and globalization (pp. 171–183). Clevedon: Multilingual Matters.

    Google Scholar 

  • Tulasiewicz, W. (1997). Language awareness: A new literacy dimension in school language education. Teacher Development, 1(3), 393–405.

    Article  Google Scholar 

  • Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024–1054.

    Article  Google Scholar 

  • Wright, T. (2002). Doing language awareness: Issues for language study in language teacher education. In H. Trappes-Lomax & G. Ferguson (Eds.), Language in language teacher education (pp. 113–130). Amsterdam: John Benjamins.

    Google Scholar 

  • Wright, T., & Bolitho, R. (1993). Language awareness: a missing link in language teacher education. English Language Teaching Journal, 47(4), 292–304.

    Google Scholar 

  • Wright, T., & Bolitho, R. (1997). Towards awareness of English as a professional language. Language Awareness, 6(2&3), 162–170.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The Graduate Center, City University of New York, New York, NY, USA

    Ofelia García

Authors
  1. Ofelia García
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ofelia García .

Editor information

Editors and Affiliations

  1. Dept Res Methods Education, University of the Basque Country Dept Res Methods Education, Donostia-San Sebastian, Spain

    Jasone Cenoz

  2. UPV/EHU - IKERBASCQUE, University of the Basque Country UPV/EHU - IKERBASCQUE, Donostia-San Sebastian, Spain

    Durk Gorter

  3. Faculty of Education, University of Auckland, School of Critic, Auckland, New Zealand

    Stephen May

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing AG

About this entry

Cite this entry

García, O. (2016). Critical Multilingual Language Awareness and Teacher Education. In: Cenoz, J., Gorter, D., May, S. (eds) Language Awareness and Multilingualism. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02325-0_30-2

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-02325-0_30-2

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-02325-0

  • Online ISBN: 978-3-319-02325-0

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Chapter history

  1. Latest

    Critical Multilingual Language Awareness and Teacher Education
    Published:
    27 December 2016

    DOI: https://doi.org/10.1007/978-3-319-02325-0_30-2

  2. Original

    Critical Multilingual Language Awareness and Teacher Education
    Published:
    28 July 2016

    DOI: https://doi.org/10.1007/978-3-319-02325-0_30-1

Search

Navigation