Editor’s note: In this piece, TIRF Trustees Anna Krulatz (Norwegian University of Science and Technology) and MaryAnn Christison (University of Utah) along with Eliane Lorenz (Justus Liebig University Giessen) share their call for proposals for an edited volume with TIRF supporters. The working title of the volume is Using Multilingual Approach to Diversity in Education (MADE) in Educational Research and Practice.

Despite an increasing body of research on multilingualism and multilingual education, language classroom practices often continue to be monolingual and characterized by strict separation of languages even though the majority of students has access to more than one language. Having access to multiple languages includes foreign languages studied at school, as well as home languages and local dialects. Treating languages as separate entities and studying them in isolation ignores the fact that multilingual learners’ (MLs) linguistic repertoires consist of different languages that form “an inter–connected whole within a single mind, an eco-system of mutual interdependence” (Cook, 2016, p. 7). Such learning environments do not foster MLs’ engagement with their existing linguistic repertoires, nor do they allow MLs to draw on their linguistic repertoires as potential resources for additional language learning. Instead, monolingual classrooms idealize the native speaker as the norm and inhibit code-switching/-mixing or translanguaging practices that are the natural and effective communicative strategies of multilinguals (Cook, 2010; Ortega, 2014). Effective approaches to teaching MLs must address and challenge the monolingual bias that continues to dominate many language classrooms (Hall & Cook, 2012; Menken & Sanchez, 2019), engage MLs’ full linguistic repertories (Cenoz & Gorter, 2014, 2019), and enact the multilingual turn (May, 2014, 2019) by promoting multilingualism as a core resource.

However, teachers working with MLs continue to report that they lack the pedagogical background, theoretical knowledge, and practical skills to implement teaching approaches that draw on multilingualism as a resource in their classrooms (e.g., Alisaari et al., 2019; Burner & Carlsen, 2019; Christison, 2023; De Angelis, 2011; Faez, 2012; Otwinowska, 2014). While a focus on multilingual pedagogies is gradually becoming a component of many teacher education and teacher professional development programs (e.g., Angelovska et al., 2020; Uro & Barrio, 2013), teachers working in classrooms that serve MLs need a practical, comprehensive toolkit that can support them in implementing multilingual teaching practices.

The Multilingual Approach to Diversity in Education (MADE) is a holistic and easy-to-implement tool that is grounded in current research and the professional literature. MADE consists of seven indicators: (a) Classrooms and Schools as Multilingual Spaces, (b) Developing and Using Teaching Materials, (c) Interaction and Grouping Configurations, (d) Language and Culture Attitudes, (e) Metacognition and Metalinguistic Awareness, (f) Multiliteracy, and (g) Teacher and Learner Language Use (Christison et al., 2021; Christison et al., forthcoming; Krulatz & Christison, 2023; Krulatz et al., 2022; Krulatz et al., 2024; Lorenz et al., 2021; Lorenz et al., forthcoming). Each indicator is operationalized with a set of specific, measurable features. MADE can be used as a model in teacher education, as a lesson planning and curriculum design approach in schools, as a self-assessment and reflection tool in teacher professional development, and as a data collection instrument in educational research.

The primary purpose of this volume is to offer a collection of empirically- and practice-based papers that draw on MADE in varied educational settings around the world that serve ML populations, including mainstream classrooms, language classrooms, CBI, CLIL, immersion, adult education, teacher education, and teacher professional development. The editors are seeking papers on relevant topics, which may include but are not limited to the following:

  • Innovative practices: MADE as a tool for lesson planning
  • Innovative practices: MADE as a tool for curriculum development in teacher education
  • Innovative practices: MADE as a tool for assessment
  • Teacher and learner views about MADE
  • Theoretical comparisons of MADE and other approaches
  • Empirical comparisons of MADE and other approaches (e.g., intervention studies)
  • MADE as self-assessment tool for teachers/educators
  • MADE as a classroom observation tool
  • MADE as a data collection tool (e.g., teacher/lesson assessment)
  • MADE as a tool for textbook analyses

Suggested Timeline:

  • January 31, 2025 – Expression of interest and extended abstracts of approximately 350 – 500 words to be submitted via email (see submission guidelines below)
  • May 31, 2025 – Notice of acceptance and submission of book proposal to the publisher (Routledge, Palgrave Macmillan, or Multilingual Matters)
  • January 31, 2026 – Submission of full chapters (exact date will be provided once the schedule is agreed upon with the publisher)
  • May/August 2026 – Peer review
  • September/October 2026 – Revised chapters due
  • November 2026 – Final manuscript delivery to the publisher

Submission of Abstracts:

If you are interested in contributing a chapter between 6500-8000 words, please send an abstract of 350-500 words (excluding references) by email with the following subject: “MADE edited volume” by Friday, January 31st, 2025. Your abstract should clearly indicate the unique contribution your chapter will make to the volume, clarify your intended topic/research, and explain the nature of teacher/researcher collaboration.

Your Submissions Should Include the Following:

  • Proposed title
  • Abstract of 350-500 words
  • References
  • 4-6 Keywords
  • Contributor(s) name(s), affiliation(s), contact detail(s)
  • A short biographical note (no more than 50 words) of the contributor(s)

Please send proposals and inquiries about possible topics to: [email protected], [email protected] and [email protected]

References

Alisaari, J., Heikkola, L. M., Commins, N., & Acquah, E. O. (2019). Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity. Teaching and Teacher Education, 80(1), 48-58.

Angelovska, T., Krulatz, A., & Šurkalović, D. (2020). Predicting EFL teacher candidates’ preparedness to work with multilingual learners: Snapshots from three European universities. The European Journal of Applied Linguistics and TEFL, 9(1), 193-208.

Burner, T., & Carlsen, C. (2019). Teacher qualifications, perceptions and practices concerning multilingualism at a school for newly arrived students in Norway. International Journal of Multilingualism, 19(1), 35–49.

Cenoz, J., & Gorter, D. (2014). Focus on multilingualism as an approach in educational contexts. In A. Creese & A. Blackledge (Eds.), Heteroglossia as practice and pedagogy (pp. 239-254). Springer.

Cenoz, J., & Gorter, D. (2019). Multilingualism, translanguaging, and minority languages in SLA. The Modern Language Journal (Supplement 2019), 130-135. https://doi.org/10.1111/modl.12529   

Christison, M. A. (2023). Pre-service teachers’ beliefs, practices, and developing ideologies about multilingualism and multilingual learners. Languages, Special Issue. A. Krulatz, G. Neokleous, & E. Lorenz (Eds.) https://www.mdpi.com/2226-471X/8/1/41/pdf

Christison, M. A., Krulatz, A., & Sevinç, Y. (2021). Supporting teachers of multilingual young learners: Multilingual Approach to Diversity in Education (MADE). In J. Rokita-Jaśkow & A. Wolanin (Eds.), Facing diversity in child foreign language education (pp. 271-289). Springer.

Christison, M. A., Krulatz, A., & Lorenz, E. (forthcoming). A teacher’s guide to the Multilingual Approach to Diversity in Education. Palgrave Macmillan.

Cook, V. (2010). The relationship between first and second language acquisition revisited. In E. Macaro (Ed.), The Continuum companion to second language acquisition (pp. 137-157). Continuum.

Cook, V. (2016). Premises of multi-competence. In V. Cook & Li Wei (Eds.), The Cambridge handbook of linguistic multi-competence (pp. 1-23). Cambridge University Press.

De Angelis, J. (2011). Teachers’ beliefs about the role of prior language knowledge in learning and how these influence teaching practices. International Journal of Multilingualism, 8(3), 216-234.

Faez, F. (2012). Diverse teachers for diverse students: Internationally educated and Canadian-born teachers’ preparedness to teach English language learners. Canadian Journal of Education, 35(3), 64-84.

Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271-308.

Krulatz, A., & Christison, M. A. (2022). Working towards a multilingual paradigm in content-based English language teaching: Implications for teacher education. In M. A. Christison, J. Crandall & D. Christian (Eds.) Research in integrating language and content in diverse contexts (pp. 3-20). Routledge.

Krulatz, A., & Christison, M. A. (2023). Multilingual Approach to Diversity in Education: A methodology for linguistically and culturally diverse learners. Palgrave Macmillan.

Krulatz, A., Christison, M. A., & Park, K. (2022). Implementing the Multilingual Approach to Diversity in Education (MADE) as a tool for instructional design in mixed language classrooms. In P. Bayona & E. Garcia-Martin (Eds), Successful pedagogies in mixed language classrooms (pp. 274-292).Multilingual Matters.

Krulatz, A., Christison, M. A., Xu, Y., & Walla, D. (2024). Operationalizing an approach to multilingualism with pre-service English as an additional language (EAL) teachers in an EMI context. In D. Yuksel, M. Altay, & S. Curle (Eds.), Multilingual and translingual practices in English-medium instruction (pp. 245-266). Bloomsbury.

Lorenz, E., Krulatz, A., & Torgersen, E. (Forthcoming). Examining literacy practices in EAL settings: From research to practice. In L. Cataldo-Schwarzl & M. Janík (Eds.), Multilingual education in the flow: Research-based approaches to teaching in times of global opportunities and challenges. Waxmann.

 Lorenz, E., Krulatz, A., & Torgersen, E. (2021). Towards culturally and linguistically responsive teaching in multilingual EAL classrooms. Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021.103428

May, S. (2019). Negotiating the multilingual turn in SLA. The Modern Language Journal, (Supplement 2019), 122-129.

May, S. (Ed.). (2014). The multilingual turn. Implications for SLA, TESOL, and Bilingual Education. Routledge.

Menken, K., & Sanchez, M. T. (2019). Translanguaging in English only schools: From pedagogy to stance in disruption of monolingual policies and practices. TESOL Quarterly, 53(3), 741-767.

Ortega, L. (2014). Ways forward for a bi/multilingual turn in SLA. In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL and bilingual education (pp. 32-52). Routledge.

Otwinowska, A. (2014). Does multilingualism influence plurilingual awareness of Polish teachers of English? International Journal of Multilingualism, 11(1), 97-119.

Uro, G., & Barrio, A. (2013). English language learners in America’s great city schools: Demographics, achievement, and staffing. Council of Great City Schools.