In this article, we present a qualitative investigation which was conducted as part of a project on school development in the field of multilingualism in Germany. In order to gain insight into the relationship between primary school teachers' language experience and their practice regarding the inclusion of pupils' home languages at school,…

This article reports on the initial findings from an ethnographic study conducted in a preparatory class for young refugees in Cologne, Germany. Focusing on the current language policy which aims to integrate newly arrived children into the German society through language assimilation in schools, this study examines how such policies (re)produce…

This article presents findings from the global literacy project, Critical Connections: Multilingual Digital Storytelling (MDST), which provides a means of nurturing and reflecting multiliteracies in practice. It recognises the power of storytelling and the space stories offer both for self-representation and for engaging with otherness. It draws…

Classroom code switching in foreign language teaching is still a controversial issue whose status as a tool of both despair and desire continues to be hotly debated. As the teaching of content and language integrated learning (CLIL) is, by definition, concerned with the learning of a foreign language, one would expect the value of code switching…