Plurilingual Education in a Monolingualised Nation

Name: Plurilingual Education in a Monolingualised Nation
Brand: MULTILINGUAL MATTERS
Price: 345.8 AUD
Availability: PreOrder

Exploring New Frontiers in Language Teaching in Japan

By: Daniel Roy Pearce

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Hardcover | 10 December 2024

At a Glance

Hardcover
248 Pages

Dimensions(cm)
23.4 x 15.6

Hardcover

$345.80

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Available: 10th December 2024

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This book explores alternative approaches to foreign language education in a context which is traditionally dominated by English-only approaches, and widely viewed as highly monolingual. It examines the grassroots classroom practices of teachers and their assistants involved in plurilingual education in the first longitudinal research of its type in the Japanese context. These practices are grounded in depictions of the practitioners' personal and professional trajectories through explorations of their visual linguistic autobiographies. The holistic ethnography thus deepens understanding of plurilingualism in a hitherto underexplored context, and should be of interest to students and researchers of language teaching, teacher training, language policy, sociolinguistics and plurilingualism.

Industry Reviews

This book presents illuminating cases of practitioners promoting grassroots plurilingual education even in a context traditionally portrayed as being monolingual. Analyzing rich multimodal data, Pearce successfully helps readers see a more diverse reality of the country than is commonly believed and offers educational possibilities that can be explored outside the context as well. * Chika Takahashi, Ehime University, Japan *
If you thought Japan was monolingual, think again! Daniel Roy Pearce shows how the intricacies of Japanese social and individual multilingualism can be used in the classroom to counter monolingualism and monolingualization. Bringing a unique multisensorial and multimodal approach to research, combining autoethnography and polyethnography, this volume is unsettling and inspiring for researchers and practitioners alike. * Silvia Melo-Pfeifer, University of Hamburg, Germany *

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