Publication List 8

Multilingualism and linguistic diversity

This page contains the most recent and relevant publications, either by the researchers in this group or that are considered relevant to children and language learning in the early years. Publications are organised in chronological order.

 

2010

Andrade, A.I., Lourenço, M., & Sá, S. (2010). Abordagens plurais nos primeiros anos de escolaridade: Reflexões a partir de contextos de intervenção. Intercompreensão Revista de Didática das Línguas, (15), 69-89.

Cruz-Ferreira, M. (2010). Being Multilingual – Blog. Retrieved from https://beingmultilingual.blogspot.com/

Cruz-Ferreira, M. (2010). Multilingual Norms. Frankfurt, Germany: Peter Lang.

Cruz-Ferreira, M. (2010). Multilingualism, language norms and multilingual contexts. In M. Cruz-Ferreira (Ed.), Multilingual Norms (pp. 1–17). Frankfurt, Germany: Peter Lang.

Cruz-Ferreira, M., & Ng, B. C(2010). Assessing multilingual children in multilingual clinics. Insights from Singapore. In M. Cruz-Ferreira (Ed.), Multilingual Norms (pp. 343–396). Frankfurt, Germany: Peter Lang.

Cruz-Ferreira, M. (2010). Multilinguals are …? London/Colombo: Battlebridge

Cruz-Ferreira, M. (2010). Speaking of multilinguals… The Bilingual Family Newsletter, 27(3), 4–5.

Lourenço, M., & Andrade, A.I. (2010). Éveil au langage et à l’écrit dans le préscolaire: un atout pour l’apprentissage des langues tout au long de la vie? In Actes du Colloque Acedle 2009 «Les langues tout au long de la vie» (pp. 164-180). http://ria.ua.pt/handle/10773/9468

Protassova, E. (2010). Multilingual education in Russia. In Lähteenmäki, M.; Vanhala-Aniszewski, M. (Eds.) Language Ideologies in Transition: Multilingualism in Finland and Russia (pp.155-174). Frankfurt am Main: Peter Lang

2011

Čagran, B., Brumen, M., Fras-berro, F. (2011). Multilingual awareness and cultural diversity in preschool education. In M. Duh & R., Seebauer (Eds.), Beiträge zum “Internationalen Jahr der Jugend” (pp. 40-48). Berlin: Lit. cop.

Cruz-Ferreira, M. (2011). Preocupações multilingues – ou talvez não. Retrieved from http://filhos-bilingues.blogspot.com/ http://filhos-bilingues.blogspot.com/2011/12/autora-convidada-madalena-cruz-ferreira.html

Cruz-Ferreira, M. (2011). Recommending Monolingualism to Multilinguals – Why, and Why Not. Retrieved from http://blog.asha.org/2011/08/02/recommending-monolingualism-to-multilin Cruz-Ferreira, M. guals-why-and-why-not/

Lourenço, M., & Andrade, A.I(2011). A sensibilização à diversidade linguística no pré-escolar como suporte para a aprendizagem de línguas ao longo da vida. In C.S. Reis & F.S. Neves (Coord.). Livro de Atas do XI Congresso da Sociedade Portuguesa de Ciências da Educação, I (pp. 335-341). Guarda: Serviços de Artes Gráficas do Instituto Politécnico da Guarda.

2012

Cruz-Ferreira, M. (2012). Sociolinguistic and cultural considerations when working with multilingual children. In S. McLeod & B. A. Goldstein (Eds.), Multilingual Aspects of Speech Sound Disorders in Children (pp. 13–23). Bristol, UK: Multilingual Matters.

Dillon, A. (2012). Supporting Home Language Maintenance among Children with English as an Additional Language in Irish Primary Schools. Working Papers in Educational Linguistics (WPEL), 27(2).

Dillon, A. (2012). Supporting L1 maintenance among speakers of additional languages. In D. Haugh (Ed.) Current Issues in Education – Conference Journal. Ennis: Clare Education Centre.

International Expert Panel on Multilingual Children’s Speech(2012). Multilingual Children with Speech Sound Disorders: Position Paper Retrieved from http://www.csu.edu.au/research/multilingual-speech/position-paper

Mhic Mhathúna, M. and Taylor, M. (Eds.) (2012). Early Childhood Education and Care: An Introduction for Students in Ireland. Dublin: Gill and Macmillan.

2013

McLeod, S., Verdon, S., Bowen, C., & International Expert Panel on Multilingual Children’s Speech(2013). International aspirations for speech-language pathologists’ practice with multilingual children with speech sound disorders: Development of a position paper. Journal of Communication Disorders, 46(4), 375–387. DOI: 10.1016/j.jcomdis.2013.04.003

2014

Cruz-Ferreira, M.(2014). Multilingualism: myths and facts. Polydromo, (7), 7-11

Kahn-Horwitz, J., Schwartz, M., Ibrahim, R., & Kuash, S.(2014). English literacy acquisition amongst Circassian students: Challenges or benefits. Written Language and Literacy, 17(1), 40-61.

Lourenço, M.(2014). Um currículo para a diversidade: propostas para a educação da infância. Revista Iberoamericana de Educación, 66(2), 1-11. http://www.rieoei.org/expe/6388Lourenco.pdf

Lourenço, M., & Andrade, A.I(2014). “Do languages die?” Promoting awareness of language and linguistic diversity in preschool. In M.B. Paradowski (Ed.), Teaching Languages off the Beaten Track (pp. 169-187). Frankfurt am Main: Peter Lang.

Nikunlassi, A., Protassova, E. (Eds.) (2014). Errors and multilingualism. Helsinki: University of Helsinki. (in Russian)

Protassova, E.; Alos i Font, H.; Bulatova, E. (2014). Education in Udmurt and Chuvash as minority languages of Russia. InterDisciplines, 5(2), 201 231.

Schwartz, M. & Minkov, M. (2014). Inflectional morphology acquisition in the first language: An incomplete acquisition or complete non-acquisition? Journal of Slavic Linguistics, 22(1), 51-92.

Zaretsky, E., & Schwartz, M. (2014). Cross-linguistic Transfer in Reading in Multilingual Contexts – Recent Research Trends. Written Language and Literacy, 17(1), 7-10.

2015

Cruz-Ferreira, M. (2015). Addressing common misconceptions about multilinguals – Podcast. Retrieved from https://www.bilingualavenue.com/episode-37-addressing-common-misconceptions-about-multilinguals/

Kazakovskaya V.V. & Khachaturjan E.V. (2015). Caregiver communicative strategies for successful acquisition in a monolingual and multilingual environment. Issues of Multilingualism in Early Childhood Education: Zero to Six. Roma: Roma Tre University; Rome University for Foreigners in Siena, 24–25.

Lourenço, M., & Andrade, A.I. (2015). Educar para a diversidade e desenvolver a consciência fonológica: propostas pedagógico-didáticas para o jardim de infância [Cadernos do LALE, Série Propostas 9]. Aveiro: UA Editora.

Lourenço, M., & Andrade, A.I. (2015). Languages and diversity in pre-primary education: Towards a broader and integrated approach. In S. Mourão & M. Lourenço (Eds.), Early Years Second Language Education: International Perspectives on Theory and Practice (pp. 120-136). Abingdon: Routledge.

Lourenço, M., Santos, A.P., & Castillo Torres, E. (2015). Capuchinho Vermelho e o perigo de uma só língua. In A.I. Andrade, F. Martins, A.R. Simões, A.S. Pinho & S. Sá (Coord.), Abordar as línguas, integrar a diversidade nos primeiros anos de escolaridade: novas propostas (pp. 21-32). [Cadernos do LALE, Série Propostas 10]. Aveiro: UA Editora.

Mhic Mhathúna, M. (2015). Language Richness in the Early Years. (2015). Child Links Issue 1. Dublin: Barnardos, 8-12.

2016

Antonova, N., Protassova, E. & Sirkiä, J. (Eds.) (2016). Vozvrashchenie k dvujazychiju v detskih sadah Rossii: opyt regionov [Returning to multilingualism in the Russia’s kindergartens: the experience of the regions]. Helsinki: Suomi-Venäjä-Seura.

Alstad, G. T. (2016). Andrespråk og flerspråklighet i barnehagen: Forskningsperspektiver på barnehagepraksiser [Second Language and Multilingualism in Early Childhood Education: Research on Teaching Practices]. Andrespråk og flerspråklighet i barnehagen: Forskningsperspektiver på barnehagepraksiser [Second Language and Multilingualism in Early Childhood Education: Research on Teaching Practices].

Dillon, A. (2016). An exploration of linguistic neo-colonialism through educational language policy – an Irish perspective. Journal for Critical Education Policy Studies, 14(3)

Ibrahim, N. (2016). Enacting identities: children’s narratives on person, place and experience in fixed and hybrid spaces. Education Enquiry, 7(10), 69-91.

2017

Alstad, G. T., & Kulbrandstad, L. I. (2017). Linguistic diversity and literacy practices in early childhood education in Norway.

Cortina-Pérez, B. & Andúgar, A. (2017). An Exploratory Study on English Teachers’ Opinions in Multicultural Preschools. Procedia: Social and Behavioral Sciences, (237), 334 – 340.

Kirsch, C., & Bes Izuel, M. A. (2017). Emergent multilinguals learning languages with the iPad app iTEO: a study in primary schools in Luxembourg Language Learning Journal.

McLeod, S., Verdon, S., & International Expert Panel on Multilingual Children’s Speech. (2017). Tutorial: Speech assessment for multilingual children who do not speak the same language(s) as the speech-language pathologist. American Journal of Speech-Language Pathology, 26(3), 691–708. DOI: 10.1044/2017_AJSLP-15-0161

Mhic Mhathúna, M. and Kelleher, C. (2017). Reflections on a Language Planning Project in Context. In An Leanbh Óg, Vol 11, 89-97.

Little, S. (2017). ‘A generational arc: early literacy practices among Pakistani and Indian heritage language families’. International Journal of Early Years Education, 25(4), 424-438, DOI: 10.1080/09669760.2017.1341302 (Gold Open Access).

Nikunlassi, A. & Protassova, E. (Eds.) (2017). Mnogojazychie i sem’ja [Multilingualism and Family]. Berlin: Retorika.

Protassova, E. (Ed.) (2017). Mnogojazychie i sreda [Multilingualism and Environment]. Berlin: Retorika.

2018

Alstad. G.T. (2018). Creating challenging language learning spaces in multilingual early childhood education contexts. In L. A. Kulbrandstad, T. O. Engen, & S. Lied (Eds.), Norwegian Perspectives on Education and Cultural Diversity (pp. 160-182). Cambridge: Cambridge Scholars Publishing.

Alstad, G. T., & Tkachenko, E. (2018). Teachers’ beliefs and practices in creating multilingual spaces: the case of English teaching in Norwegian early childhood education In M. Schwartz (Ed.), Preschool Bilingual Education: Agency in Interactions Between Children, Teachers, and Parents. Dordrecht, Netherlands: Springer.

Cruz-Ferreira, M. (2018). Assessment of communication abilities in multilingual children: Language rights or human rights? International Journal of Speech-Language Pathology, 20(1), 166–169. DOI: 10.1080/17549507.2018.1392607

Kirsch, C. & Aleksić, G. (2018). The effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg. Review of European Studies, 10(4),148-163.

Little, S. (2018). “Is there an app for that?” Exploring games and apps among heritage language families’. Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2018.1502776 (Gold Open Access)

Lourenço, M., & Andrade, A.I. (2018). Embracing diversity in early years’ settings: challenges and opportunities for teacher professional development. In. S. Blackman & D. Conrad (Eds.), Responding to Learner Diversity and Learning Difficulties (pp. 3-23). Charlotte, NA: Information Age Publishing.

Lourenço, M., Andrade, A.I., & Sá, S. (2018). Teachers’ voices on language awareness in pre-primary and primary school settings: Implications for teacher education. Language, Culture and Curriculum, 31(2), 113-127.

2019

Chumak-Horbatsch, R. (2019). Using linguistically appropriate practice: A guide for teaching in multilingual classrooms. Multilingual Matters. For more information see: https://channelviewpublications.wordpress.com/2019/08/21/as-diversity-grows-so-must-we-teaching-and-learning-in-the-multilingual-classroom/

Ibrahim, N. (2019). Children’s multimodal visual narratives as possible sites of identity performance. In P. Kalaja and S. Melo-Pfeiffer (Eds.), Visualising Multilingual Lives: More Than Words. Clevedon: Multilingual Matters.

Ibrahim, N. 2019. The right to my languages: multilingualism in children’s English classroom. TEYLT Worldwide, Issue 1: The newsletter of the IATEFL Young Learners and Teenagers Special Interest Group, pp. 27-33.

Mhic Mhathúna, M. and O’Brien, S. (2019) Introduction to Multilingualism in the Early Years. Teanga Special Edition 10. https://journal.iraal.ie/index.php/teanga/article/view/66/50

Murphy, V.A. (2019). Multilingualism in primary schools In S. Garton & F. Copland (Eds). The Routledge Handbook of Teaching English to Young Learners. Abingdon: Taylor & Francis.