Abstract
This chapter reviews developments in the language education of multilingual students. Following an account of the historical development of the field, we summarize recent research on multilingualism which has moved away from an understanding of languages as separate, bounded entities to a view of communication which puts the speaker rather than the code at the center. We show how multilingual speakers deploy repertoires rather than languages in communication and do not have separate competences for separately labeled languages. In considering the implications of these conclusions, we focus on the notion of translanguaging as pedagogy, bringing together recent and current research on multilingualism with attention to the constraints on language education classrooms and the potential for change. We reflect on challenges still to be met in the application of sociolinguistic research to language education and conclude by pointing to future developments.
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Blackledge, A., Creese, A. (2017). Language Education and Multilingualism. In: McCarty, T., May, S. (eds) Language Policy and Political Issues in Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02344-1_6
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