Description

There are two ways in which the papers in this special issue of NALDIC Quarterly are linked. The first is through the authors, who are all researchers on the same funded project, ‘Investigating discourses of inheritance and identity in four multilingual European settings (IDII4MES). Below, the project’s principal investigator, Adrian Blackledge, provides further details on the project’s objectives, case studies and overall findings. Our research project has taken us into multilingual classrooms in Birmingham, Copenhagen, Stockholm, and Tilburg where we investigated the multilingual practices and identities of young people and their teachers in a range of educational settings including primary, secondary and complementary schools in Northern Europe. The ‘superdiverse’ (Vertovec, 2009) contexts of our European cities mean that as educators we have a great deal in common across our cityscapes. We are faced with questions of how best to respond to increasing diversity in policy and practice.

Contents

Guest Editorial (page 2)
Angela Creese

Investigating Discourses of Inheritance and Identities in Four Multilingual European Settings (page 4)
Adrian Blackledge

When he opened the door tagna på bar gärning: Translanguaging as a resource in English language subject classes in a bilingual Sweden Finnish school in Sweden (page 9)
Anu Muhonen

Multilingual practices in a Panjabi complementary school in Birmingham (page 14)
Jaspreet Kaur Takhi, Angela Creese, Adrian Blackledge

Translanguaging as pedagogy for language learning in a bilingual school (page 19)
Carla Jonsson

Contestation as pedagogy in the complementary classroom (page 25)
Jinling Li, Kasper Juffermans, Sjaak Kroon, Jan Blommaert

Authority relations: The mono-cultural educational agenda and classrooms characterized by diversity (page 33)
Martha Sif Karrebæk

Teaching a Language in Transformation: Chinese in Globalisation (page 3)
Jinling Li, Kasper Juffermans, Sjaak Kroon, Jan Blommaert

Book Review (page 43)
Vicky Obied